EDUC642 Review the Teachers Performance Case Study 2 Analysis

EDUC642 Review the Teachers Performance Case Study 2 Analysis

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EDUC 642 CASE STUDY 2 GRADING RUBRIC Criteria Content 70% Content Advanced 50 to 53 points • • • Structure 30% Grammar, Spelling, Punctuation and APA format Levels of Achievement Proficient 46 to 49 points • • • • Accurate analysis of data. • Recommendation is supported by research. • Recommendation is databased. • Analysis of data is somewhat accurate. Recommendation is loosely based on research. Recommendation is not based on data. • • • Developing 1 to 45 points Not present 0 points Incorrect or little to no data analysis. Recommendation is not based on research. Recommendation is not based on data. Not present. Advanced Proficient Developing Not present 21 to 22 points 19 to 20 points 1 to 18 points 0 points Paper free of errors or only 1 error in spelling, grammar and/or punctuation. Case study is 2-3 pages. At least 2 references are used. APA formatting has 0-1 errors. • • • • Paper has 2-3 errors in spelling, grammar and/or punctuation. Case study is either over 3 pages or under 2 pages. One reference is used. APA formatting has 2-3 errors. • • • • Paper has 4 or more errors in spelling, grammar, and/or punctuation. Case study is only 1 page or less. No references are used. APA formatting has more than 3 errors. Not present. EDUC 642 CASE STUDY 2 Analyze the information provided. Address the question posed in essay format. Your case study should be between 2-3 pages. Use at least 2 references in APA format. ESSAY QUESTION: Based on the analysis of the data provided, what would you recommend that the principal decide about the renewal of contract and award of tenure for the teacher involved? Provide a data-based, research supported rationale for your recommendation. Parties: Principal and Third year, Sixth grade teacher-tenure review year Demographics: • Traditional school organization • Sixth grade is in the middle school group • Sixth grade is self-contained • Sixth grade is comprised of four sections of 20-25 students, heterogeneous groupings • September through April Pre-Observation Conference tenets (September) • Informal observations twice weekly (grade level chairman) • Formal observations monthly (principal) • Skills focus: Time on task • Questioning level • Modality stimuli • Proximity • Verbal Zone • Instructional Flow (formal observation) • Pedagogical Interaction Precipitating Events: In year one and year two, the teacher averaged two discipline referrals per day. Year two recommendations indicated that the teacher needed to be placed on a systematic intervention plan that included shadowing effective teachers, participation in clinical observation cycles, and professional development to address effective instructional strategies. Using the data that follows and the results of the conferences following each observation, the principal must make a recommendation to the superintendent concerning the termination of employment, or the awarding of tenure for the teacher for the coming school year. There is no option of retaining the teacher if tenure is not awarded. In a self-evaluation summary, the teacher states: “In the last three years, I have really improved my teaching strategies and classroom management skills. I have learned to keep my lessons organized and to keep track of where my materials are. I learned to turn in my lesson plans on time and have begun to provide specific activities for each type of intelligence. I have attended the professional development sessions about intelligences and social studies. As a result, I believe that I should be awarded tenure and Page 1 of 7 EDUC 642 allowed to choose the level of my assignment from the vacancies that occur such that I can avoid further personality conflicts with the grade chairman.” Based on the outcomes of the intervention plan established by the principal and the grade-level chair, the clinical obsrevations made by the principal, and the recommendation of the grade-level chair based on his informal observations, termination has been recommended to the principal. Your task is to evaluate all of the data provided and to either agree with the termination recommendation or to provide support for tenure. Data Set 1: Student Achievement Growth Profile for Year One and Year Two of the Teacher’s Employment Year 1 – Group 1 Year 2 – Group 2 Growth Profile Growth Profile Mathematics Classification 1: +9 months Classification 1: Classification 2: +6 months Classification 2: Classification 3: +6 months Classification 3: Language Classification 1: +9 months Classification 1: Classification 2: +6 months Classification 2: Classification 3: +4 months Classification 3: Social Sciences Classification 1: +9 months Classification 1: Classification 2: +7 months Classification 2: Classification 3: +4 months Classification 3: Natural Sciences Classification 1: +11 months Classification 1: Classification 2: +7 months Classification 2: Classification 3: +4 months Classification 3: Growth reported in the average gain as reported by months of growth Area Time on Task Results – September 15, 2003 S1 +—+—-S2 ++–+—-S3 ++++++++++ S1 20% S2 30% S3 100% S6 ———S7+——–S8 ++–+—-S6 0% S7 10% S8 30% S11 —++—-S12 ++–+—-S13 +—+—-S11 20% S12 30% S13 20% S16 ———S17 —++—-S18 +—+—-S16 0% S17 20% S18 20% S21 +——–S22 ++—-++– S23 ++–+—-S21 10% S22 40% S23 30% S4 – ++—–S4 20% S9 ———S9 0% S14 +——–S14 10% S19 ———S19 0% S24 —++—-S24 20% +6 months +7 months +5 months +10 months +6 months +5 months +8 months +7 months +2 months +10 months +6 months +3 months S5 +——–S5 10% S10 +++—++-S10 50% S15+++++–++S15 70% S20 +—+—-S20 20% S25 ++–+—-S25 30% Pedagogical Interaction Results – October 21, 2003 Page 2 of 7 EDUC 642 Lesson Format: Review of unit prior to an assessment Interaction Format Percent (Total of 214 interaction episodes) Teacher to group 43% Teacher to individual student 42% Student to Student 15% Student to Teacher 5% Only interactions related to the planned lesson were included. There were multiple student-tostudent interactions that appeared to be non-instructional conversation. Questioning Level Results – November 12, 2003 Social Science Lesson, 30 minutes of third period Question level Frequency Knowledge/recall ||||| ||||| ||||| | Comprehension/translation |||| Application/problem solving ||||| ||||| || Analysis | Synthesis Evaluation Modality Stimuli – December 9, 2003 Time 30 minutes Stimuli Frequency Auditory/ Name Calling/ ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| ||||| Listen Signal Words ||||| ||||| ||||| |||||| ||||| |||||| ||||| ||| Kinesthetic/ Directed ||||| || Student Movement Visual/ Visual references or No objects included in the directions to objects lesson. Students read from the text when called upon. Percent 48% 12% 36% 3% Percent 92% 7% Auditory Reinforcement of Students – December 9, 2003 20 minutes following Stimuli Assessment and 30 minutes of fourth period S1 ||||| S2 ||| S3 S4 S5 | S6 ||||| |||| || S7 || S8 | S9 ||||| ||| S10 S11 S12 S13 S14 S15 || S16 ||| S17 S18 || S19 ||||| ||| S20 S21 ||||| ||||| ||||| S22 S23 S24 S25 ||||| |||| Proximity – January 19, 2004 Movement with 2 feet of student during the lesson 30 minutes fifth period Page 3 of 7 EDUC 642 S1 ||||| || S6 S11 S16 S21 S2 ||| S7 S12 S17 S22 S3 | S8 | S13 S18 S23 S4 ||| S9 | S14 S19 S24 S5 || S10 S15 S20 S25 Page 4 of 7 EDUC 642 Verbal Zone – February 12, 2004 Verbal Directionality taken at 30 second intervals. Xnumberic indicates the position of the teacher at the time of record. X1 X3 X2 X6 S1 X4 X5 X7 S2 S3 S4 S7 S8 S9 S11 S12 S13 S14 S15 S16 S17 S18 Zone 3 S19 S20 S21 S22 S23 S24 S25 S6 Interval 1 X1 2 3 4 5 6 move X2 7 8 9 10 11 12 13 move X3 14 15 16 17 18 move X4 Zone 1 Zone 1 X X X X X Zone 2 Zone 2 X X X X X X X X X X X X X X X X X S5 S10 Zone 4 Zone 3 Zone 4 X X X X X X X X X X X X X X Page 5 of 7 EDUC 642 19 20 21 22 23 24 25 26 27 28 29 Move X5 30 31 32 33 34 35 36 37 38 39 40 41 42 42 43 44 45 46 47 Move X6 48 49 50 Move X 7 51 52 53 54 55 56 57 58 59 60 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Page 6 of 7 EDUC 642 Instructional Flow March 6, 2004 54 minutes – Second Period Reading Attendance and prayer – 10 minutes Introduction to Story – 7 minutes Vocabulary Review – Stimulus response – individual student – 8 minutes Silent Reading of Story – 7 minutes Oral Reading of Story – 20 minutes Explanation of homework – 2.5 minutes Case Study 2 is due by 11:59 p.m. (ET) on Sunday of Module/Week 5. 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