STEM Teaching Program

Z-New Program Proposal- 8/4/16 - 8/3/17

completed

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General Catalog Information
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  • **READ BEFORE YOU BEGIN**

    1. Deatailed instructions on how to complete this proposal are available in the Curriculog User's Guide.
    2. Fields with an asterisk (*) are required. A proposal cannot be launched without data in each of the required fields.
    3. Once approved by the Originator, each subsequent approval step will have a 15 calendar day deadline to make a decision. After 15 calendar days the proposal is automatically rejected and returned to the Originator. If there are questions or clarifications needed that require time beyond this deadline you may select the HOLD decision. This decision requires administrative approval.
    4. Please email curriculog@cwu.edu with questions or if you need assistance in completing this proposal.

    Note: While a "New Program" may be offered the term following the final approval of the proposal, if the proposal requires the creation or modification of courses, the program's effective term must be the same as, or later than, those course proposals. Click here to view the course proposal deadlines. 

  • Level of Study

  • Select Level of Study*

  • Types of Proposals:

    Majors:  The major forms the basis for granting of a baccalaureate or graduate degree.  It is a coherent, in-depth program of study in a particular discipline or disciplines wherein the student will develop and demonstrate an increasing awareness of both the possibilities and the limits of the major program of study.  Majors are designed to provide a mastery of the content, insights, skills and techniques appropriate to an undergraduate education in a particular body of knowledge.  Majors will consist of courses that are often sequential, leading to advanced study in the discipline(s).  A major will consist of a minimum of 45 credits.  For undergraduate degrees, a 45 to 59 credit major requires completion of a minor and/or second major, in which case the total credits of the major and minor/2nd major must total at least 60 credits.

    Specializations:  A specialization is a coherent, focused subfield within a degree program. A specialization can be distinguished from a new degree in that the full designation of the degree title - including level, type and major - does not change when a new specialization is added. Specializations in an undergraduate major must share a core, defined as a group of courses shared by all specializations within a major, which consists of no fewer than 25 credits for an undergraduate program or 15 credits for a graduate program. The courses constituting the specialization must consist of no fewer than 20 credits for an undergraduate program or 15 credits for graduate program.

    Minors:  A minor is a coherent program of study in a particular discipline that provides an area that complements or supplements the student’s major.  A minor will consist of a minimum of 20 credits and a maximum of 44 credits.

    Certificates:  Certificate programs are programs of study that normally require less than 25% of the credits required for a degree program at the same level. Certificate programs may not exceed 44 credits.  Certificate programs are specialized career programs, often geared for admission to licensing or career entrance tests, and results in a certificate.  Certificate programs may also be noncredit.

    Graduate Certificates:  Graduate certificate programs are courses of study that require equal to half or less than half of the credits required during a degree program at a similar level.  They are usually limited in scope relative to a graduate degree program but provide an opportunity for advanced study with a particular focus.  Subject to the regulations that govern a specific program, a graduate certificate can often serve as an intermediate accomplishment for a student whose ultimate goal is a graduate degree.

    Minor/ Certificate:  This option should be selected when the proposed program may be used as either a minor, certificate program, or both..

    Narrative:  This is the descriptive text for a College or Department. This information is built as a “Shared Core,†and can be imported as such. Any courses or programs of study referenced in this section are text only and will not automatically update when those items are changed.​

  • Type of Proposal *

  • First Term to be Offered

    Please select the term and year that this program will be available. Please confirm deadlines for selected term, as the system will not check the validity of terms selected.  If you missed the deadline or are unsure about the process, please contact curriculog@cwu.edu for assistance.

    Note: While a "New Program" may be offered the term following the final approval of the proposal, if the proposal requires the creation or modification of courses, the program's effective term must be the same or later as those course proposals.

  • Term *
    Year *

  • College or Academic Group

    Please select your College or Academic Group by clicking on the Add Item button below. If your College or Academic Group is not showing in the list of available options, please email curriculog@cwu.edu.

  • College or Academic Group *
    Please select your College or Academic Group from the drop-down menu. If your department or program does not belong to a college and you are unsure which Academic Group to use, please email curriculog@cwu.edu.

  • Department or Program

    Please select your Department or Program by clicking on the Add Item button below. If your Department or Program is not showing in the list of available options, please email curriculog@cwu.edu.

    ​If the program is offered by an interdisciplinary or specialized study program select both the program and the department in which it is housed. 

  • All Departments and Programs related to this proposal: *
  • Will this new program include courses from outside the originating department?*
    If you select YES as an option, a Custom Route will need to be created. Contact curriculog@cwu.edu for assistance in creating custom routes.

  • If you answered yes, please return to the "Department or Program" field above and select all departments whose courses will be used. Programs using courses from departments other than their own are required to document that those departments have approved the usage of their course(s). Department chairs cannot be added to the approval after a proposal has been launched. Contact curriculog@cwu.edu if you need assistance or discover that a department has been missed.

    If multiple selections were made in the "All Departments and Programs..." field above select the department who will have primary control/ owenership of the program in the field below (if only one department is selected above this field may be left blank).

  • Primary Department

  • Program vs. Shared Core

    A shared core is an identical series of courses that are used by multiple programs, while a program is a set of courses or requirements unique to a single program. If you are unsure whether your proposal is a program or a shared core contact curriculog@cwu.edu for assistance.

  • Program vs. Shared Core*
    If you are unsure if this is a program or shared core, then select program. **Specialized programs are Shared Cores.** For further help or clarification, email curriculog@cwu.edu.

  • Title of Program

  • Program Title*
    STEM Teaching Program
    STEM Teaching Program
  • Degree or Certificate Type *

  • MyCWU Program and Specialization Codes

    The fields that follow should be left blank until it reaches the "Peoplesoft Integration" approval step. These codes are used to identify the program (and specialization when applicable) in MyCWU and will be used in the future to differentiate programs that may have very similar titles.

  • MyCWU Program Code
  • MyCWU Specialization Program Code

  • Certificates:  Definitions of Certificate Types

    Type A -  College Sponsored Certificate Programs: Programs that admit only matriculating students and offer a set of courses approved through the CWU academic governance procedures are classified as “College Sponsored Certificate Programs.†These programs are developed, taught, and offered by academic departments housed in colleges at CWU.

    Type B - Collaborative Certificate Programs: Programs that admit both matriculating students and non-matriculating students and offer a set of courses that includes regular course offerings appearing in the CWU catalog and administered by CWU Colleges are classified as "Collaborative Certificate Programs." These programs are developed, taught, and offered by academic departments housed in colleges in cooperation with the office of continuing education.

    Type C - Continuing Education Certificate Programs: Programs that target primarily non-matriculating students and offer a set of instructional experiences developed independent of CWU's colleges but with input as appropriate from faculty are classified as "continuing education certificate programs." These programs are developed, delivered, and administered by the office of continuing education in consultation with faculty, academic departments, and/or college dean, as appropriate.

    Type D - Graduate School Certificate Program. Programs that only admit students who meet the criteria to be accepted into the School of Graduate Studies and Research and offer a set of courses which appear in the CWU catalog.  Certificates are administered by CWU Colleges and are classified as “Graduate School Certificate Programsâ€.  These programs are developed, taught, and offered by academic departments housed in colleges at CWU.

  • If this is a Certificate program, which type?
    See Definitions of Certificate Types below.

  • Program Text for Catalog Copy 

    The Program Narrative is a required description of the program, the others are optional text fields where additional descriptions can be added. If any of the requirements below involve courses or shared cores they must be added into the proposed curriculum. For assistance in attaching an existing core or in creating a new one contct curriculog@cwu.edu. A proposal may be rejected or delayed if the program has, or should have, information in the optional text fields in this section that is not included.

  • Program Narrative*

    The STEM Teaching Program prepares students to teach science or mathematics at the middle school, junior high, or high school levels. To take the STEM Teaching Program, students must also be enrolled in one of the approved majors listed below.  To qualify for the Washington State Residency Teaching Certificate, students must, in addition to successfully completing the STEM Teaching Program and their approved major degree, demonstrate proficiency in student learning outcomes through a program portfolio and pass the NES exam and the Teacher Performance Assessment (edTPA) in their endorsement area.  Certification eligibility is monitored by the Teacher Certification Office in the School of Education.  See the STEM Teaching Program advisor as soon as possible for more information and to develop a course of study.

     

    Approved major degrees:

    Biology Major, BA or BS for endorsement in Biology (5-12)

    Chemistry Major, BA or BS for endorsement in Chemistry (5-12)

    Geology Major, BA or BS for endorsement in Earth Science (5-12)

    Physics Major, BA or BS for endorsement in Physics (5-12)

    Mathematics: Secondary Education, BA for endorsement in Mathematics (5-12)

    Mathematics: BS for endorsement in Mathematics (5-12)

    Mathematics: Middle Level Education, BA for endorsement in Middle Level Mathematics (4-9)

    Science: Middle Level Education, BA for endorsement in Middle Level Science (4-9)

  • Admission Requirements

    Full admittance to the Teacher Certification is required to enroll in STP303 (Knowing and Learning). 

  • Graduation Requirements

    • No grade lower than a C in major, minor and STEM Teaching Program courses

    • Minimum GPA of 2.5 in major, minor and STEM Teaching Program courses

    • Minimum GPA of 3.0 for last 45 graded quarter credits (the total may exceed 45 if an entire quarter is needed to achieve the minimum 45) or overall CWU/transfer cumulative.

  • Program Requirements

    • Fingerprint Clearance - Candidates must have valid WSP and FBI fingerprint clearance in order to complete any course that requires the candidate to be working with P-12th grade children on or off campus. The fingerprint clearance must be valid through the duration of the course. Fingerprint clearance must appear in the Office of Superintendent of Public Instruction (OSPI) Fingerprinting Database to be accepted.

    • Liability Insurance.

  • Program Curriculum

    In this field you will build all of the course requirements for the program.  If this program will use existing courses from the catalog, or a shared core from an existing program, those can be imported from the Online Catalog by clicking on the Import arrow at the top left of this form. 

    Please Note:  multiple courses can be selected for import at one time, by clicking on each desired course from the list that is populated by your search parameters.  If the desired course is either an existing new course proposal, or will be submitted concurrently with the program proposal, click “Add Course.†Here you will be prompted to enter in the course’s prefix, code (number), and name (course title).

    For further detailed instructions on importing courses into your program, please see the Curriculog User Guide.

  • Program Curriculum *

  • Online Program Options

    In the field below please indicate whether the program being proposed will have an online only option available for students.

  • Please indicate the level of online availablity for this program:*
Required Summary Information
Next

  • Justification for the Program

    This is the field where you will provide a justification for the creation of this program.  If this section is not complete, the proposal will be returned to the originator.  

    In the box below please address:

    • How will this new program enhance the curriculum of your department, college, and the university?
    • What specific needs are being addressed that are not being met in other programs? 
    • ​Document the demand for this program.
  • Justification*

    The justification needs to address:

    • How will this new program enhance the curriculum of your department, college, and the university?

    • What specific needs are being addressed that are not being met in other programs?

    • ​Document the demand for this program.

     

    Science and math education in Washington State and nationwide are experiencing a 20+ year shortage, a teacher drought that is expected to continue. Considering how essential science, technology, engineering, and mathematics (STEM) are to our economy and modern way of life, we desperately need highly trained STEM teachers to help our children succeed. Based on the nationally-recognized UTeach program, the STEM Teaching Program aspires to be the pre-eminent teacher education program in the Northwest, and is a natural step forward for discipline-based STEM teacher education. The STEM Teaching Program uses a research-supported best-practices approach to educate STEM preservice teachers. Our focus is to create a grassroots inter-departmental collaboration across disciplines unified around a genuine commitment to produce the best STEM teachers anywhere. Our motivation is to develop the intellectual, personal, and professional capacity of our students to be transformative educators who are highly effective, empathetic, reflective professionals. The STEM Teaching Program builds on the historical strengths of CWU science, mathematics, and education programs, while evolving the program based on data, candidate needs, and national best practices. Every course in the program has outcomes that are aligned to three common themes: content and process, equity, and professional practice. These outcomes were written and agreed upon by a collaborative committee consisting of professional education, mathematics, and science faculty.

     

  • Program Impacts, Costs, and Revenues

    The process for completion of this section is currently being reviewed. Please contact the Office of the Associate Provost for Accreditation, Academic Planning and Assessment for details on what information needs to be included as well as the appropriate format.

  • Additional Data for Graduate Programs Only

    Please indicate in the fields below the estimated number of projected enrollments in thesis, project or exam options, and estimated number of graduate assistantships. For Graduate level programs this information is required. Graduate level program proposals that do not include information in this section will be rejected. 

  • Thesis - Projected Enrollment
  • Project or Exam Options
  • Graduate Assistantships
    Estimated number of graduate assistantships.

  • Please indicate in the field below your faculty's ability to oversee thesis, project, or exam options as Regular, Associate, or Affiliate Graduate Faculty or qualifications to obtain Graduate Faculty status.

  • Faculty Ability to Oversee Graduate Qualifications
Student Learning Outcomes and Assessments
Next

  • Program Proposals will no longer be required to have learner outcomes for the Faculty Senate Curriculum Committee's approval, however they will still be required for review by the college dean whose college will house the proposed program, the Office of the Associate Provost for Accreditation, Academic Planning, and Assessment, and for graduate level programs, by the School of Graduate Studies and Research.

    The preferred format for this is the "Student Learning Outcomes and Assessments" form. For assistance or questions please email curriculog@cwu.edu.

    While not required, it is suggested to copy and paste the completed text of that form in the field that follows.

  • Student Learning Outcomes and Assessments

    Summary

    The Student Learning Outcomes for the STEM Teaching Program represent a spectrum of knowledge, skills, and dispositions needed to become an effective STEM teacher, as are showcased by the ten Interstate Teacher Assessment and Support Consortium (InTASC 2013) standards.  InTASC standards were chosen based on collaboration with the Professional Educator Standards Board (PESB). The current adoption of the InTASC standards by the STEM Teaching Program is prior to statewide adoption of InTASC; however, in the near future all teacher certification programs in Washington State will be held accountable to the InTASC standards. The development of an InTASC-aligned assessment plan for STEM Teaching Program is underway. A preliminary framework has been developed by a cross-college team of faculty who will also work together with the WSOS Grant to fully develop a detailed assessment plan that includes developmental checkpoints and course-based integrated assessments that serve the dual purpose of simultaneously informing student learning outcomes and achievement of STEM Teaching Program goals and objectives. Data collection and analysis will be facilitated by hosted electronic portfolios with rubric-based scoring and faculty calibration that ensures scoring objectivity and consistency. Collaborative development of specific artifacts will take place in summer of 2017.

     

    Specifically, the cross-college faculty team will develop an checkpoint portfolio that captures candidate summative performance relative to InTASC and Washington State endorsement competency standards. Courses will be based on a developmental spiral and feature embedded assessments that will be reverse engineered from program goals and objectives to ensure seamless and efficient candidate development with checkpoint transitions and built-in opportunities for remediation as needed. Course and program assessments will be based on collaboratively developed rubrics that are aligned to the Teacher Preparedness Assessment (edTPA) and Teacher/Principal Evaluation Program (TPEP) frameworks. This approach will not only enable candidate success within the STEM Teaching Program, it will smoothly transition candidates into the induction phase of their profession. Minimum scores will be required of all candidates, and inability to successfully demonstrate knowledge, skills, and dispositions at checkpoints (e.g., Knowing and Learning, Classroom Interactions 2) will require additional faculty mentoring and candidate work. Candidates will move efficiently through the program because course assessments will be tied directly to program progress, and candidates will receive detailed feedback at multiple points along the way to diagnose strengths and weaknesses, catalog their progress, and promote their growth. Progress along the developmental spiral will be based on common assessments like lesson plans, field observation protocols, and edTPA-aligned writing prompts that will also enable longitudinal assessment of candidate proficiency and provide data used to tailor continuous program improvement.

     

    Below is a list of the InTASC standards (SLO) with examples of artifacts (Method of Assessment) for targeted courses (Who Assessed/When Assessed) and example rubric scores (Standard of Mastery) that could be used in the major portfolio and course portfolio frameworks.

     

    NOTES:

    Course Abbreviations: Inquiry Approaches to Teaching (IA), Inquiry-Based Learning Design (LD), Knowing and Learning (KL), Classroom Interactions 1 (CI1), Classroom Interactions 2 (CI2), Project Based Instruction (PBI), Functions and Modeling (FM), Historical Perspectives (HP), Research Methods (RM)

    All assessments listed for LD would instead be assessed in the combined IA/LD course, Inquiry Approaches to Teaching and Lesson Design, for those students




     

    Student Learning Outcome (performance, knowledge, attitudes)

    InTASC

    Related CWU Strategic Objective(s) http://www.cwu.edu/strategic-planning/

    Method(s) of Assessment (What is the assessment?)

    Artifacts that would go into the final portfolio

    Who Assessed (Students from what courses)

    Courses: Each SLO is assessed at multiple checkpoints

    When Assessed (term, dates)

    Year

    Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)

    Using a TPA-like 5pt scale

    1. Candidates apply their knowledge of how students learn to plan effective teaching for students with different cognitive, linguistic, social, emotional, and physical learning needs.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    edTPA Task 1

     

    Interview analysis

    LD

    CI1

     

    KL

    PBI

     

    KL

    CI2

    Sophomore

    Junior

     

    Junior

    Senior

     

    Junior

    Junior

    Minimum 2 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 2 score on all rubrics

    Minimum 3 score on all rubrics

     

    Minimum 2 score on all rubrics

    Minimum 2.5 score on all rubrics

    2. Candidates apply their knowledge of student differences and diverse cultures and communities to ensure inclusive learning environments that enable each student to meet high standards.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    edTPA Task 1

     

    Observation and teaching reflection


     

    LD

    CI2

     

    KL

    PBI

     

    CI2

    Sophomore

    Junior

     

    Junior

    Senior

     

    Junior

    Minimum 2 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    Minimum 3 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    3. Candidates collaboratively plan learning environments that support individual and collaborative learning as well as positive social interaction, active engagement, and self motivation.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Observation and teaching reflection

     

    edTPA Task 1

    CI1

     

    CI1

    PBI

    Junior

     

    Junior

    Senior

    Minimum 2.5 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    Minimum 3 score on all rubrics

    Student Learning Outcome (performance, knowledge, attitudes)

    InTASC

    Related CWU Strategic Objective(s) http://www.cwu.edu/strategic-planning/

    Method(s) of Assessment (What is the assessment?)

    Artifacts that would go into the final portfolio

    Who Assessed (Students from what courses)

    Courses: Each SLO is assessed at multiple checkpoints

    When Assessed (term, dates)

    Year

    Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)

    Using a TPA-like 5pt scale (STEM Teaching rubrics set attached to the curriculum proposal on Curriculog)

    4. Candidate applies their content knowledge of the STEM discipline to plan learning experiences that make the concepts, tools of inquiry, and structures of knowing accessible and meaningful for mastery of the content.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    3. Scholarship and Creative Expression

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Content part of major portfolio

     

    Lesson Plan

     

    edTPA Task 1

     

    Modeling project

     

    Written case study

     

    Research product

    PBI

     

    CI1

    PBI

     

    PBI

     

    FM

     

    HP

     

    RM

    Senior

    Junior

    Senior

     

    Senior

     

    Junior/Senior

     

    Junior/Senior

     

    Junior/Senior

    Minimum 3 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    Minimum 3 score on all rubrics

     

    Minimum 3 score on all rubrics

     

    Minimum 2.5 score on all rubrics

     

    Minimum 2.5 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    5. Candidates connect concepts and differing perspective to engage students in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    3. Scholarship and Creative Expression

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan



     

    edTPA Task 2

    CI1

    CI2

    HP

     

    PBI

    Junior

    Junior

    Junior/Senior

     

    Senior

    Minimum 2.5 score on all rubrics

    Minimum 2.5 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 3 score on all rubrics

    6. Candidates use multiple methods of assessment to engage learners in their own growth, to monitor the student’s progress, and to guide the teacher’s and student’s decision making.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    edTPA Task 3

    CI1

    CI2

     

    PBI

    Junior

    Junior

     

    Senior

    Minimum 2.5 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 3 score on all rubrics

    Student Learning Outcome (performance, knowledge, attitudes)

    InTASC

    Related CWU Strategic Objective(s) http://www.cwu.edu/strategic-planning/

    Method(s) of Assessment (What is the assessment?)

    Artifacts that would go into the final portfolio

    Who Assessed (Students from what courses)

    Courses: Each SLO is assessed at multiple checkpoints

    When Assessed (term, dates)

    Year

    Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)

    Using a TPA-like 5pt scale

    7. Candidates plan instruction that supports all students meeting rigorous learning goals by drawing upon knowledge of content, curriculum, cross-disciplinary skills, pedagogy, knowledge of students, and community.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    3. Scholarship and Creative Expression

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    Community asset mapping

    CI1

    CI2

     

    CI2

    Junior

    Junior

     

    Junior

    Minimum 2.5 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 2.5 score on all rubrics

    8. Candidates use a variety of instructional strategies to encourage students to develop a deep understanding of content knowledge, content connections, and skills to apply their knowledge in a meaningful ways.

    . Teaching and Learning

    2. Inclusivity and Diversity

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    PBI Proposal

     

    edTPA Task 1

     

    edTPA Task 2

    CI1

    CI2

     

    PBI

     

    PBI

     

    PBI

    Junior

    Junior

     

    Senior

     

    Senior

     

    Senior

    Minimum 2.5 score on all rubrics

    Minimum 2.5 score on all rubrics

     

    Minimum 3 score on all rubrics

     

    Minimum 3 score on all rubrics

     

    Minimum 3 score on all rubrics


     

    9. Candidates engage in ongoing professional learning and use of teaching evidence to continually improve the impact his/her teaching practices has on others (students, families, educational professionals, and community) and meeting the learning needs of each student.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    3. Scholarship and Creative Expression

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Teaching reflection

     

    edTPA Task 3

    CI2

     

    PBI

    Junior

     

    Senior

    Minimum 2.5 score on all rubrics

     

    Minimum 3 score on all rubrics

    Student Learning Outcome (performance, knowledge, attitudes)

    InTASC

    Related CWU Strategic Objective(s) http://www.cwu.edu/strategic-planning/

    Method(s) of Assessment (What is the assessment?)

    Artifacts that would go into the final portfolio

    Who Assessed (Students from what courses)

    Courses: Each SLO is assessed at multiple checkpoints

    When Assessed (term, dates)

    Year

    Standard of Mastery/ Criterion of Achievement (How good does performance have to be?)

    Using a TPA-like 5pt scale

    10. Candidates engage in appropriate leadership roles and opportunities to take responsible for student learning, collaboration, and family engagement and colleague collaboration and advancement of their profession.

    1. Teaching and Learning

    2. Inclusivity and Diversity

    3. Scholarship and Creative Expression

    4. Public Service and Community Engagement

    5. Resource Development and Stewardship

    Lesson Plan

     

    edTPA Task 3

     

    Community asset map

    CI1

    PBI

     

    PBI

     

    CI2

    Junior

    Senior

     

    Senior

     

    Junior

    Minimum 2.5 score on all rubrics

    Minimum 3 score on all rubrics

     

    Minimum 3 score on all rubrics

     

    Minimum 2.5 score on all rubrics

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