Category
|
Beginning 1 |
Satisfactory 2 |
High 3 |
Self-Evaluation |
|
Number,
regularity, and thoroughness of entries |
Has
fewer entries than the required number; entries are brief and include limited
information, depth and detail about teaching in specific content areas |
Has
the several entries per week that show evidence of honest self-assessment;
demonstrates content and outcomes that the journal work is intended to
fulfill; entries show evidence of improvement in understanding of math,
science, and engineering content |
Has
daily entries; entries demonstrate a thoroughness of reflection and
self-awareness; the descriptions have depth and detail in the accounts;
evidence of creative thinking and critical thinking about the teaching |
|
|
Levels
of development related to BloomÕs Taxonomy |
Knowledge
and Comprehension (Relies
on technical observations and descriptive writing) |
Application
and Synthesis (Interpretative
writing) |
Evaluation (Persuasive
writing with critical analysis) |
|
|
Reflective
thinking |
Reflects on own work and improvement on occasion but does not
provide many examples related to classroom practice |
Demonstrates an ability to reflect on own work and provides
examples consistently. Begins to demonstrate good meta-cognition |
Serious attempt to reflect on own work, demonstrates a range of
meta-cognitive practices and provides many examples related to classroom
teaching; links theory and practice; application of theoretical ideas;
consideration of alternative interpretations of issues; discusses societal
dilemmas and curriculum dilemmas |
|
|
Van
ManenÕs reflective stages for improving professional practice |
Stage One: Concentrates on descriptions of events; adequate application of
technical knowledge in order to develop and teach the curriculum unit;
engages in limited discussion of issues brought up during the professional
development experience |
Stage Two: Entries convey evidence of a personal response to the issues
raised during the professional development experience; teacher demonstrates
personal growth and describes multiple factors in planning and implementing
the curriculum unit; describes strategies for coping with unexpected events |
Stage 3: Analysis conveys extensive evidence of a personal response to
the issues raised in the professional development experience; teacher
demonstrates personal growth and a political awareness; discusses moral and
ethical criteria; describes educational goals, experiences and activities
that lead to just and equitable teaching practices |
|