AED

378: Student Teaching Colloquia

Syllabus & Week by Week
Colloquium
FALL 2015
In our colloquium, you will be articulating your careful instructional design from your
student teaching in the form of an EdTPA to be submitted to Pearson for teacher certification and
a teacher work sample that you will include in your digital portfolio, created in ENG 307. This
teacher work sample will help ready you for marketing yourself to future employers and for
interviewing successfully with employers. The teacher work sample embodies the whole EdTPA
process. Thus, for your e-portfolio, you will be drawing upon lesson plans and assessments from
your EdTPA but not directly quoting your commentary from the EdTPA. You will also draw
upon feedback provided by supervisors and host teachers. You will align your e-portfolio with
AEN programmatic requirements.
Your grade in this class is a Pass/Fail. In order to pass, you must complete all work by the
deadline assigned and you must be ON TIME and ATTEND all colloquium sessions. You must
receive a Target or Acceptable score for each category on the rubric below. Follow each
assignment description carefully. If you have extenuating scheduling conflicts, please let Dr.
Hobson know at the beginning of the semester, so that she can work with the group to change
any problematic time. Please carefully place all colloquium dates and times into your calendar as
they vary from week to week. This class meets roughly every other week for 2-3 hours. Please be
prepared-times and dates are subject to change.
For this class, you are responsible for reading the EdTPA, including the EdTPA rubric
from start to finish and taking careful notes on each section (Planning, Instruction, Assessment),
the page lengths for all commentary and the description and evaluation criteria for each section.
You are responsible for reading the support guide and taking careful notes. You are responsible
for completing the EdTPA in the time assigned and for uploading all assigned teacher work
sample components to your e-portfolio and then submitting it to Dr. Hobson.
Due to EdTPA stipulations, Dr. Hobson can only provide minimal feedback on your
EdTPA work. Thus, it is essential that you document each class session by taking detailed notes
on each section of the EdTPA as it is discussed in colloquium. You will be expected to exactly
mirror the format and type of content provided in colloquium as described in our collective
review of a Masters score EdTPA.
We will meet by phone and through GoToMeeting. There may be some technological
difficulties, so our conference call number will always be our back up. For each meeting, please
call the conference call number first so that we can troubleshoot any technical difficulties. You
will receive a GoToMeeting invitation each week by email, and you are required to accept this
invitation. You will need to use a computer with audio, not your phone, unless you have a
landline available. The conference call number will always be the following. Call the number
and when prompted, enter the access code.

Conference Call Number

Participant Access Code: 810653#
Conference Dial-in Number: (605) 477-2100
Meeting Date
Th, Sept. 17
3:30-6:30pm

Th, Oct. 1
4pm-6pm

Th, Oct. 8
4pm-6pm

Th, Oct. 29
4pm-6pm
Th, Nov. 5
4pm-6pm

Assignments Due
Class Focus
Read EdTPA handbook
Review EdTPA handbook, guide
and support guide from
Provide overview of lesson plan and
start to finish, taking
assessment formats
notes on what you will
Introduce Task 1: Planning Commentary
need for each section and Descriptive review Planning Commentary
keeping a list of
questions.
Film all classes (check
audio and camera to
ensure they work)
Collect and analyze
Descriptive review Planning Commentary
sample of student work
that corresponds with
major writing assignment
Write Task 1: Planning
Commentary
Pick video tapes from 3-5 Descriptive review Instructional Commentary
consecutive lesson plans
2 are to demonstrate
your interactive teaching
around interpreting
complex texts
1 or more may show
students interacting with
one another and with
texts
1 or more may show
students acquiring and
using language taught for
meaningful purposes
1 or more may show only
you teaching,
demonstrating, setting up
a learning activity
Instructional Commentary Descriptive review Assessment Commentary
Collect all student writing Descriptive review Assessment Commentary
for major writing
2

Mon, Nov. 23
4pm-6pm

Th, Dec. 3

Th, Dec. 10

assignment (can be
revisions from previous
assignment or a similar
second set of writing)
Analyze student writing
(qualitative and
quantitative), noting
patterns and addressing
how 3 focal students
speak to those patterns
Assessment Commentary
due
Teacher work sample
posted to electronic
portfolio and submitted
to Dr. Hobson

Descriptive review Assessment Commentary

Review of electronic portfolio

Review of electronic portfolio

Assignments: EdTPA/Teacher Work Sample

1. Pre-Assessment: Sample of student work, analyzed qualitatively and quantitatively
2. Planning Commentary, including lesson plans, instructional materials and assessments
3. Video tapes of all of teaching 1st quarter
4. Instructional Commentary
5. Post-Assessment: Sample of student work, analyzed qualitatively and quantitatively
6. Samples of student work from three focal students + feedback provided
7. Assessment Commentary, including featured assessment and the learning criteria you
could evaluate with this assessment, and the rationale for assessing these criteria.
8. Teacher work sample posted to e-portfolio

Teacher Work Sample Posted to E-Portfolio

1. Pre-Assessment: Qualitative and quantitative analysis of all student work.
a. Include a quantitative chart with categories that correspond to the writing
assignment and to student learning needs (ie: coherence and transitions,
sentence structure, vocabulary, thesis statements)
b. Describe patterns in student learning, including their strengths and needs.
2. One instructional sequence including:
a. Unit plan overview: Include a description of the rationale for the central foci for
lesson plans and assessments and the particular scaffolding of foci. This rationale
needs to include an assessment of student cultures, literacies, language
practices, and identities, student personal, cultural and academic background
knowledge, student questions and desires, and student misunderstandings.

b. Describe your conceptual frameworks for literacy and language acquisition, your
pedagogical goals, and how your lesson plans and assessments scaffold and build
upon student languages, literacies, and learning needs.
c. One document with all instructional materials (writing assignments, writing
assessments, peer editing worksheets, handouts, ie: vocabulary charts,
conceptual maps, annotation guidance, group brainstorms, guidance for
research, reading, writing and technology; reading assessments, flipped demos).
Explain the kinds of instructional supports you provided to support students as
readers, researchers, and writers and to deepen student inquiry.
d. One document with all formal and informal assessments. Include a description of
the rationale for these particular assessments, how they help students show
what they know, how they align with student languages and literacies, and how
they scaffold student learning and build student confidence.
e. 4 lesson plans (including instructional materials) and commentaries that
demonstrate how you introduced your unit plan and how you supported
students as researchers, readers, and writers + host teacher evaluations (STE
AEN Addendum + qualitative evaluations) + supervisor evaluations (STE AEN
Addendum + qualitative evaluations) for each lesson plan. This may be one
evaluation per lesson plan.
f. Responding to student writing: Provide evidence of how you responded to
student writing and explain the philosophy behind the choices you made in
providing feedback.
g. Reflections on your teaching and student learning. Drawing from your own
literacy and language acquisition frameworks and from your experimentation
and feedback from supervisor and host teacher, reflections on ah-ha
moments/turning points when you realized what you needed to change that
made all the difference in your teaching. Clear explanation of changes you made
to your practice as you reflected on your practice and received helpful feedback.
Clear explanation of how these changes supported student learning. Clear
explanation of questions about schools and instruction your teaching raised for
you.
3. Post-Assessment: Qualitative and quantitative analysis of all student work. Speak to
patterns in student learning strengths and needs.
a. Include a quantitative chart with categories that correspond to the writing
assignment and to student learning needs (ie: coherence and transitions,
sentence structure, vocabulary, thesis statements)
b. Describe patterns in student learning, including their strengths and needs.
c. Describe growth in student learning and relate it to specific moves you made as a
teacher, specific instructional designs.
4. Optional: Video of only you teaching or setting students up for some kind of learning.
Speak to the particular moves you made as a teacher and the rationale behind each
move for helping you learn from students, for helping you build relationships with
students, for helping everyone construct knowledge together.

Rubric for Teacher Work Sample for Colloquium

NCTE 2012
Standards
Standard III:
Element 1

Category

Target

Acceptable

Unacceptable

Students will
design an eportfolio in which
they display at
least one
instructional
sequence,
preferably focused
on issues of equity
relevant to
adolescent
cultures,
literacies, and
identities from
start to finish.

Students design an
in-depth, detailed
and complete
overview of an
instructional
sequence, focused
on issues of equity
relevant to
adolescent
cultures, literacies,
and identities from
start to finish. This
instructional
sequence includes
4 lesson plans,
with at least one
evaluation per
lesson plan, plus
specific
commentary on
how they
introduced and
supported students
as researchers,
readers and
writers. Students
clearly articulate
their theories of
literacy and
language
acquisition, and
demonstrate how
their sequence
builds upon
assessment of
student writing,
student personal
and background
knowledge and
likely
misunderstandings.

Students design an
overview of an
instructional
sequence, relevant
to adolescent
cultures, literacies,
and identities. This
instructional
sequence includes
4 lesson plans with
at least one
evaluation per
lesson plan, plus
general and
somewhat abstract
commentary on
how they
introduced and
supported students
as researchers,
readers and
writers. Students
loosely articulate
their theories of
literacy and
language
acquisition, and
how they build
upon assessment
of student writing,
student personal
and background
knowledge and
likely
misunderstandings.

Standard VI:
Element 2

Students will
identify how this
sequence aligns
with their theories

Students provide a
detailed and
thorough
explanation of how

Students provide a
general
explanation of how
this sequence

Students overview
of an instructional
sequence does not
make the
connection
between adolescent
literacies,
languages,
cultures, learning
needs, and
identities and the
instructional
design. This
instructional
sequence includes
4 lesson plans with
at least one
evaluation per
lesson plan, but
does not include
commentary on
how they
introduced and
supported students
as researchers,
readers and
writers. Students
do not clearly
articulate their
theories of literacy
and language
acquisition or
demonstrate how
their instruction
builds upon their
assessment of
student writing,
student personal
and background
knowledge and
likely
misunderstandings.
Students do not
clearly articulate
how this
instruction aligns

of practice,
including literacy,
language
acquisition,
reading & writing
theories, and
digital,
informational and
media literacies.
Students align
instruction with
adolescents
individual and
social identities
and languages.
They articulate
their frameworks
for literacy and
language
acquisition, their
pedagogical goals,
and how their
lesson plans and
assessments
scaffold and build
upon student
languages,
literacies, and
learning needs.

Standard VI:
Element 1

Students integrate
their teaching of
reading and
writing around
meaningful
research projects
that take up
inquiries into
complex issues of
diversity, equity,
and justice.

this sequence
aligns with their
theories of
practice, including
literacy, language
acquisition,
reading & writing
theories, and
digital,
informational and
media literacies.
Students align
instruction with
adolescents
individual and
social identities
and languages.
They clearly
articulate their
frameworks for
literacy and
language
acquisition, their
pedagogical goals,
and how their
lesson plans and
assessments
scaffold and build
upon student
languages,
literacies, and
learning needs.
Student
instructional
sequence connects
relevant research
endeavors with
adolescents and
their lives and
identities. With
each layer of
design, adolescents
deepen their
understandings of
the ethical
complexities of the
issue under study.
These issues help
integrate their
study of texts and
writing as they

aligns with their

theories of
practice, including
literacy, language
acquisition,
reading & writing
theories, and
digital,
informational and
media literacies.
Students align
instruction with
adolescents
individual and
social identities
and languages.
They generally and
abstractly
articulate their
frameworks for
literacy and
language
acquisition, their
pedagogical goals,
and how their
lesson plans and
assessments
scaffold and build
upon student
languages,
literacies, and
learning needs.
Student
instructional
sequence connects
relevant research
endeavors with
adolescents and
their lives and
identities. Students
do not consistently
deepen their
understandings of
the ethical
complexities of the
issue under study.
The instructional
sequence does not
fully integrate their
study of texts and
writing as they

with their theories

of practice,
including literacy,
language
acquisition,
reading & writing
theories, and
digital,
informational and
media literacies.
They fail to
articulate their
frameworks for
literacy and
language
acquisition, their
pedagogical goals,
and how their
lesson plans and
assessments
scaffold and build
upon student
languages,
literacies, and
learning needs.

Student
instructional
sequence fails to
connect relevant
research endeavors
with adolescents
and their lives and
identities. Students
do not deepen their
understandings of
the ethical
complexities of the
issue under study.
The instructional
sequence does not
integrate their
study of texts and
writing as they
pertain to

Standard V:
Element 1

Standard III:
Element 1

Students will
identify how this
sequence aligns
with the Common
Core and with
adolescents selfidentified
language, literacy,
and learning
needs.
Student lesson
plans have one
central focus,
squarely centered
in ELA research
and practice, and
clearly aligned
with an authentic,
text and studentcentered essential
question(s).
Student learning
objectives include
short-term
objectives, born
out of one or more
long-term
objectives, that
demonstrate the
steps adolescents
will take to arrive
at the long-term
objectives. The
objectives align
with the foci of
informal and
formal
assessments.
Student lesson
plans start with a
hook, provide
varied
instructional
approaches well
centered in
research and
theory, and end

pertain to
languages,
cultures, and
identities.
Students identify
specifically how
this sequence
aligns with the
Common Core and
with adolescents
self-identified
language, literacy,
and learning needs.

pertain to
languages,
cultures, identities.

languages,
cultures, identities.

Students identify
generally how this
sequence aligns
with the Common
Core and with
adolescents selfidentified
language, literacy,
and learning needs.

Students fail to
identify how this
sequence aligns
with the Common
Core.

Student lesson
plans have one
central focus,
squarely centered
in ELA research
and practice, and
clearly aligned
with an authentic,
text and studentcentered essential
question(s).
Student learning
objectives include
short-term
objectives, born
out of one or more
long-term
objectives, that
demonstrate the
steps adolescents
will take to arrive
at the long-term
objectives. The
objectives align
with the foci of
informal and
formal
assessments.
Student lesson
plans start with a
hook, provide
varied instructional
approaches well
centered in
research and
theory, and end
with a summary of

Student lesson
plans have too
many central foci,
are somewhat
centered in ELA
research and
practice, and
clearly aligned
with an authentic,
text and studentcentered essential
question(s).
Student learning
objectives include
short-term
objectives that are
not fully born out
of one or more
long-term
objectives, that
demonstrate some
but not all of the
steps adolescents
will take to arrive
at the long-term
objectives. The
objectives
somewhat align
with the foci of
informal and
formal
assessments.
Student lesson
plans at times start
with a hook,
irregularly provide
varied instructional

Student lesson
plans have an
incoherent focus
and are not
centered in ELA
research and
practice, and not
clearly aligned
with an authentic,
text and studentcentered essential
question(s).
Student learning
objectives do not
include short-term
objectives that are
born out of one or
more long-term
objectives, or that
demonstrate the
steps adolescents
will take to arrive
at the long-term
objectives. The
objectives do not
align with the foci
of informal and
formal
assessments.
Student lesson
plans fail to start
with a hook, or to
provide varied
instructional
approaches well
centered in
research and

with a summary
of learning and an
explanation of
next steps.

learning and an
explanation of next
steps.

Standard III:
Element 2

Student lesson
plans engage
adolescents in the
study of
academic, social,
and rhetorical
language while
reading and
writing print and
non-print texts.
Procedures align
with short-term
objectives and
scaffold
adolescent
learning in a
logical
progression that
supports all
language learners.

Student lesson
plans engage
adolescents in the
study of academic,
social, and
rhetorical language
while reading and
writing print and
non-print texts.
Procedures align
with short-term
objectives and
scaffold adolescent
learning in a
logical progression
that supports and
differentiates
instruction for all
language learners.

Standard IV:
Elements 3 & 4

Student
procedures meet
the needs of all
English language
learners and
encourage
interconnections
between language
and social
contexts,
rhetorical
purposes, and
audiences.
Students design
instruction that
engages
adolescents in
studying the
conventions of
writing within a

Student procedures
meet the needs of
all English
language learners
and encourage
interconnections
between language
and social
contexts, rhetorical
purposes, and
audiences.
Students design
instruction that
consistently
engages
adolescents in
studying the
conventions of
writing within a
variety of contexts.

approaches well
centered in
research and
theory, and
inconsistently end
with a summary of
learning and an
explanation of next
steps.
Student lesson
plans engage
adolescents in the
study of academic,
social, and
rhetorical language
while either
reading or writing
print and non-print
texts. Procedures
align with shortterm objectives
and scaffold
adolescent learning
in a mostly logical
progression that
sometimes
differentiates
instruction for
supports all
language learners.
Student procedures
meet the needs of
some English
language learners
and encourage
interconnections
between language
and social
contexts, rhetorical
purposes, and
audiences.
Students design
instruction that at
times engages
adolescents in
studying the
conventions of
writing within a
variety of contexts.

theory, and fail to

end with a
summary of
learning and an
explanation of next
steps.

Student lesson
plans fail to engage
adolescents in the
study of academic,
social, and
rhetorical language
while reading and
writing print and
non-print texts.
Procedures fail to
align with shortterm objectives
and scaffold
adolescent learning
in a logical
progression that
fails to support and
differentiate
instruction for all
language learners.
Student procedures
meet the needs of
few English
language learners
and fail to
encourage
interconnections
between language
and social
contexts, rhetorical
purposes, and
audiences.
Students design
instruction that
fails to engage
adolescents in
studying the
conventions of
writing within a
variety of contexts.

Standard IV:
Element 1

Standard IV:
Element 2

Standard III:
Element 2, 3, 4

variety of
contexts.
Student writing
assignments are
carefully
scaffolded to align
with adolescent
individual and
group writing
processes, include
the use of
contemporary
technologies, and
provide
adolescents with
an experience of
writing in a
variety of genres
for a variety of
authentic
audiences and
purposes.
Student writing
assessments align
with current
research and
theory and with
the interests and
literacies of
adolescents.
Students provide
well theorized
scaffolding for
adolescent writing
processes and well
theorized
feedback that
encourages
adolescents as
writers.

Student writing
assignments are
carefully
scaffolded to align
with adolescent
individual and
group writing
processes, include
the use of
contemporary
technologies, and
provide
adolescents with
an experience of
writing in a variety
of genres for a
variety of
authentic
audiences and
purposes.
Student writing
assessments align
with current
research and
theory and with the
interests and
literacies of
adolescents.
Students provide
well theorized
scaffolding for
adolescent writing
processes and well
theorized and
specific feedback
that encourages
adolescents as
writers.

Students will
provide a range of
authentic reading
strategies and
assessments that
align with
adolescents ways
of reading and
that support
adolescents in

Students provide
authentic reading
strategies and
assessments that
align with
adolescents ways
of reading and that
support
adolescents in
interrogating the

Student writing
assignments are
generally
scaffolded to align
with adolescent
individual and
group writing
processes, include
the use of
contemporary
technologies, and
provide
adolescents with
an experience of
writing in a few
genres.

Student writing
assignments fail to
align with
adolescent
individual and
group writing
processes, fail to
include the use of
contemporary
technologies, and
fail to provide
adolescents with
an experience of
writing in a variety
of genres for a
variety of authentic
audiences and
purposes.

Student writing
assessments align
with less current
research and
theory and with
some of the
interests and
literacies of
adolescents.
Students provide
some scaffolding
for adolescent
writing processes
and general
feedback that
somewhat
encourages
adolescents as
writers.
Students provide a
range of authentic
reading strategies
and assessments
that align with
adolescents ways
of reading and that
support
adolescents in
interrogating the

Student writing
assessments fail to
align with current
research and
theory and with the
interests and
literacies of
adolescents.
Students fail to
provide either well
theorized
scaffolding for
adolescent writing
processes or well
theorized feedback
that encourages
adolescents as
writers.
Students fail to
provide reading
strategies and
assessments that
align with
adolescents ways
of reading and that
support
adolescents in
interrogating the

Standard III:
Element 5

interrogating the
implications of
textual
representations for
a range of
audiences.
Students foster
consistent
individual and
collaborative
reading strategies
and reflection on
the utility of each
strategy for
interpreting texts.
Students plan
instruction that
facilitates
adolescent
language learning
and
comprehension of
print and nonprint texts.

Standard III:
Element 6

Student
instruction draws
on the arts and
humanities to
illuminate the
study of the
relationships
between texts and
cultural contexts.

Standard V:
Element 4

Students will
include a variety
of multimodal,
visual, oral, and
written
instructional
designs and
assessments,
differentiated
according to the
language and
learning needs of
adolescents.

implications of
textual
representations for
a range of
audiences.
Students foster
consistent
individual and
collaborative
reading strategies
and reflection on
the utility of each
strategy for
interpreting texts.

implications of
textual
representations for
a range of
audiences.
Students foster
only a few
individual and
collaborative
reading strategies
and reflection on
the utility of each
strategy for
interpreting texts.

implications of
textual
representations for
a range of
audiences.
Students do not
foster individual
and collaborative
reading strategies
and reflection on
the utility of each
strategy for
interpreting texts.

Students
consistently plan
instruction that
facilitates
adolescent
language learning
and
comprehension of
print and non-print
texts.
Student instruction
draws consistently
on the arts and
humanities to
illuminate the
study of the
relationships
between texts and
cultural contexts.

Students plan
instruction that at
times facilitates
adolescent
language learning
and
comprehension of
print and non-print
texts.

Students fail to
plan instruction
that facilitates
adolescent
language learning
and comprehension
of print and nonprint texts.

Student instruction
draws
inconsistently on
the arts and
humanities to
illuminate the
study of the
relationships
between texts and
cultural contexts.
Students include
two or three
multimodal, visual,
oral, and written
instructional
designs and
assessments,
differentiated
according to the
language and
learning needs of
adolescents. They
generally articulate
adolescent growth
as language
learners and

Student instruction
fails to draw on the
arts and humanities
to illuminate the
study of the
relationships
between texts and
cultural contexts.

Students include a
large variety of
multimodal, visual,
oral, and written
instructional
designs and
assessments,
differentiated
according to the
language and
learning needs of
adolescents. They
clearly articulate
adolescent growth
as language
learners and

Students include
one or two
multimodal, visual,
oral, and written
instructional
designs,
differentiated
according to the
language and
learning needs of
adolescents. They
do not clearly
articulate
adolescent growth
as language
learners and

10

Standard III:
Element 2
Standard V:
Element 3

Students will
include formal
and informal
assessments and
commentary on
their effort to
differentiate
assessments to
align with
adolescent literacy
and learning
needs. Students
actively involve
adolescents in
their evaluation of
their own
learning.

Standard V:
Element 4

Students will use

digital
technologies to
support adolescent
development as
credible and
critical readers,
researchers, and
writers.

Standard V:
Element 2

Students will
demonstrate the
ability to
document,
research, and
reflect on their
practice and to
make changes in

writers across
assessments.
Students include a
broad range of
formal and
informal
assessments and
in-depth and
detailed and
specific
commentary on
their effort to
differentiate
assessments to
align with
adolescent literacy
and learning needs.
Students include a
strong and specific
rationale for these
particular
assessments, how
they help students
show what they
know, how they
align with student
languages and
literacies, and how
they scaffold
student learning
and build student
confidence.
Students
consistently use
detailed instruction
in digital
technologies to
support adolescent
development as
credible and
critical readers,
researchers, and
writers.
Students
demonstrate a
consistent and
systematic ability
to document,
research, and
reflect in depth on
their practice and

writers across
assessments.
Students include a
few formal and
informal
assessments and
generalized
commentary on
their effort to
differentiate
assessments to
align with
adolescent literacy
and learning needs.
Students include a
general rationale
for these particular
assessments, how
they help students
show what they
know, how they
align with student
languages and
literacies, and how
they scaffold
student learning
and build student
confidence.

writers across
assessments.
Students include
few formal and
informal
assessments and do
not comment on
their effort to
differentiate
assessments to
align with
adolescent literacy
and learning needs.
Students include a
weak rationale for
these particular
assessments, not
speaking to how
they help students
show what they
know, how they
align with student
languages and
literacies, and how
they scaffold
student learning
and build student
confidence.

At times, students
use digital
technologies to
support adolescent
development as
credible and
critical readers,
researchers, and
writers.

Students fail to
implement digital
technology to
support adolescent
development as
credible and
critical readers,
researchers, and
writers.

Students
demonstrate a
consistent ability
to document,
research, and
reflect in depth on
their practice and
to make changes in

Students research
and reflect
inconsistently on
their teaching.
They do not make
changes in line
with their shifting

11

line with their

shifting theories
of practice.
Students provide a
clear explanation
of changes they
made to their
practice as they
reflected on their
practice and
received helpful
feedback. They
include a clear
explanation of
how these changes
supported student
learning. They
raise questions
about schools and
instruction their
teaching raised for
them.

Standard VII:
Element 1

Students engage
adolescents in
ethical research
and writing and
relationship
building with
other adolescents
and adults.

Standard VII:
Element 2

Students
demonstrate a
readiness to work
collaboratively
with colleagues,
parents, and local
communities.
Students
demonstrate
active

to make changes in
line with their
shifting theories of
practice.
Students provide a
clear and specific
explanation of
changes they made
to their practice as
they reflected on
their practice and
received helpful
feedback. They
include a clear and
specific
explanation of how
these changes
supported student
learning. They
raise many
questions about
schools and
instruction their
teaching raised for
them.
Students
consistently
engage adolescents
in ethical research
and writing and
relationship
building with other
adolescents and
adults. They
include instruction
focused on
systematic
research strategies,
correct citation,
and valid
representation.
Students
demonstrate a
readiness to work
collaboratively
with colleagues,
parents, and local
communities.
Students
demonstrate active
participation in

line with their

shifting theories of
practice.
Students provide a
general
explanation of
changes they made
to their practice as
they reflected on
their practice and
received helpful
feedback. They
include a general
explanation of how
these changes
supported student
learning. They
raise few questions
about schools and
instruction their
teaching raised for
them.

theories of
practice.
Students do not
provide a clear
explanation of
changes they made
to their practice as
they reflected on
their practice and
received helpful
feedback. They do
not include a clear
explanation of how
these changes
supported student
learning. They do
not raise questions
about schools and
instruction their
teaching raised for
them.

Students generally
engage adolescents
in ethical research
and writing and
relationship
building with other
adolescents and
adults. They
include instruction
focused on
unstructured
research strategies,
correct citation,
and somewhat
valid
representation.
Students
demonstrate a
readiness to work
collaboratively
with colleagues,
parents, and local
communities.
Students have
joined but are not
actively

Students fail to
engage adolescents
in ethical research
and writing and
relationship
building with other
adolescents and
adults. They do not
include instruction
focused on
systematic research
strategies, correct
citation, and valid
representation.
Students do not
demonstrate a
readiness to work
collaboratively
with colleagues,
parents, and local
communities.
Students have not
joined and are not
demonstrating

12

participation in
professional
development
opportunities such
as in joining and
participating in
NCTE.

professional
development
opportunities such
as in joining and
participating in
NCTE.

participating in
professional
development
opportunities such
as NCTE.

active participation
in professional
development
opportunities such
as in joining and
participating in
NCTE.

13