Category: Education

The process by which you plan to collect and analyze the data/evidence that will allow your team to make a statement of worth/value regarding the intervention evaluated. The process of data collection should be rigorous and systematic, in order to support the reliability and validity of your study.
Section 5: Matrix of evaluative questions and instruments of data collection.
Create a table with the evaluative questions or objectives that you have formulated to guide the evaluation and the instruments of data collection that will contribute to address each question. For example:
Eval Questions
Instruments

Pre-test
Observation
Focus group
Cognitive test
…
Question 1
x

x
…
Question 2

x
x

…
…
…
…
…
…
…
Describe the matrix development process: (1) which resources use, (2) how you come up with the evaluative questions, (3) why these instruments are the best way to collect the data you need to answer your questions, (4) what strategies you plan to use to support the validity and reliability, etc. Include copies of each instrument as appendices.

Candidates engage in reflection on their own practice and lesson observations. Reflective Journal entries that focus on the insights and puzzling questions on their own teaching practice. The journal (350-500 words) should be a record of your journey in the classroom and plans for continual improvement.
Remember, the point of the journal is to have a place to record ongoing thoughts/ideas and impressions that can also inform the final Looking Back/Planning Forward paper.
The Reflective Journal entry will address the following questions:
Provide overview of your classroom context (TCAP #1: Classroom Report) and Student Achievement Chart (TCAP #4: Analysis of Student Work). Having reviewed the course learning outcomes  Professional Pedagogical Response, Reflective Journals Modules 2&4 (TCAP #5. Reflection on Professional Feedback & 6. Professional Development and Ethical Leadership Plan) tell us in which components of the five domains: Learner Centeredness, Discipline Knowledge and Skills, Professional Commitment to Action, Data Literacy and Research and Equity & Access you made a progress and hope to develop more by the end of this class and why? At least one component per domain should be used. What kind of instructional and behavioral strategies did you use and why?How did you accommodate and modify your instruction to meet the needs of diverse learners?How were diagnostic, formative, and summative assessments used to monitor student learning and/or to engage students in understanding/monitoring their own learning?How did the assessments help guide instructional choices?To what extent was overall learning demonstrated by the whole class?To what extent did the outcomes match the goals of the lesson?How did you create a student-centered learning environment that affirmed racial, linguistic and cultural identities in line with Touro CLO Equity and Access Indicators and the four principles of the NYSED Culturally Responsive-Sustaining Education Framework?What kind of academic and behavioral intervention strategies would you use if you were to reteach this lesson and why?How will you collect and use data and progress monitoring to inform instruction moving forward?What evidence from educational literature/research (provide references) can support your decision to use specific instructional and behavioral strategies?
Related Resources: 
Teacher Observation Critical Analysis
TC GSE Candidate Learning Outcomes

Please base this paper on teaching my five senses to a Pre-K class
Danielson Domain 2C – Managing classroom procedures
After observing your cooperating teachers, you need to schedule time to interview them and capture their responses in writing (can be recorded first and then transcribed) to the following questions:
Interview Questions for the mentor teacher: 
How did you decide on the established classroom routines, in general? Is there a particular theoretical framework that informed your approach? If so, explain. During the lesson, what factors contributed to your decision to use different strategies/tools to encourage students to follow all classroom routines? How did you use students’ behavior to inform your classroom routines to ensure little or no loss of instructional time?  How do you go about ensuring coherence in the instructional procedures provided by different adults in the classroom?  Based on your observation and interview notes, what insights have you gained regarding the importance of managing classroom procedures to influence your future instruction? What theoretical framework(s) best align with your insights to inform your future instruction? Provide concrete examples of insights (no more than three) along with an explanation of how the insights will inform your instruction. Include observation and interview your Notes. 

Teaching my five senses
Review the specific elements of the Danielson Framework and the HLPs listed below.
Danielson Domain 3 component D: Using Assessment in Instruction
HLP 19: Use assistive and instructional technologies.
HLP 21: Teach students to maintain and generalize new learning across time and settings.
HLP 22: Provide positive and constructive feedback to guide students’ learning and behavior.
HLP 5: Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs.
HLP 8: Provide positive and constructive feedback to guide students’ learning and behavior
Observe your mentor teacher teaching a comprehension strategies using mentor text or math lesson that is building conceptual understanding in math and videotape this lesson
Take low-inference notes on the teacher’s lesson.
Timestamp and cite from the lesson to support your evidence utilizing low inference notes (see the directions and transcriipt template attached below).
This is an example of low inference notes:Sample of low inference notes.JPG
Complete In-Class Lesson Analysis Template
In your analysis, identify and describe key elements of the observed lesson and analyze the instructional and assessment strategies that are used to engage the learner – focusing on the identified Danielson 3D and HLP 19, 21, 22, 5, 8 elements. Furthermore, each Domain 3 D component is composed of several smaller elements, which serve to further define the component. Make sure you address them in your analysis. Teacher Observation Critical Analysis.pdf
Support your findings with at least 2 comments on what went well in the lesson ( “glow”) and 2 suggestions for improvement ( “grow”), supporting your statements with references to the suggested strategies from the HLP descriiption from the (If the suggested in the module HLP is not applicable to the context of your teaching, you may choose another HLP and cite the source).
Make recommendations to improve lesson delivery making specific reference to the evidence from the low-inference transcriipt about the interactions between the teacher(s)/adults, children/children and children and the use of instructional materials/environment.
Submit your completed low inference notes and in-class lesson analysis via this Canvas assignment. Your submission will be graded with the below rubric.
If you need additional resources or would like citation materials, visit this page: Citations and Resources
Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., & Rodgers, W. J. (2018). High-leverage practices #8 & #22: Provide positive and constructive feedback to guide students’ learning and behavior. Retrieved from https://highleveragepractices.org/hlps-8-and-22-provide-positive-and-constructive-feedback-guide-students-learning-and-behavior 
2. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #13: Systematically designed instruction towards learning goals. Retrieved from https://highleveragepractices.org/hlp-13-make-adaptations 
3. Kennedy, M. J., Cook, L., & Morano, S. (2020). HLP 14: Use Cognitive and Metacognitive Strategies. Retrieved from https://highleveragepractices.org/hlp-14-use-cognitive-and-metacognitive-strategies 
4. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #16: Use explicit instruction. Retrieved from https://highleveragepractices.org/hlp-16-use-explicit-instruction 
5. Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #17: Use Flexible Grouping. Retrieved from https://highleveragepractices.org/hlp-17-use-flexible-grouping 
6. Kennedy, M. J., Peeples, K. N., Romig, J. E., Mathews, H. M., Rodgers, W. J.  (2018). High-leverage practice #18: Use strategies to promote active student engagement. Retrieved from https://highleveragepractices.org/hlp-18-use-strategies-promote-active-student-engagement 
7. Kennedy, M. J., Cook, L., Morano, S., & Peeples, K. N. (2019). High-leverage practice #20: Provide intensive instruction. Retrieved from https://highleveragepractices.org/hlp-20-provide-intensive-instruction 
8. CAST (2018, January 16). Universal Design for Learning Guidelines version 2.2. Provide options for Self Regulation. Retrieved from https://udlguidelines.cast.org/engagement/self-regulation 
9. CAST (2018, January 16). Universal Design for Learning Guidelines version 2.2. Provide options for Recruiting Interest. Retrieved from https://udlguidelines.cast.org/engagement/recruiting-interest 
10. Diversity Toolkit: Cultural Competence for Educators. (n.d.). Retrieved May 27, 2020, from https://www.nea.org/81/professional-learning 
11. The IRIS Center. (2012). Classroom diversity: An introduction to student differences. Retrieved from https://iris.peabody.vanderbilt.edu/module/div/ 
12. National Research Council. 1997. Science Teaching Reconsidered: A Handbook. Washington, DC: The National Academies Press. https://doi.org/10.17226/5287 
Chapter 4_ Misconceptions as Barriers to Understanding Science _ Science Teaching Reconsidered_ A Handbook _ The National Academies Press.pdf
General Resources:
1. Achievethecore.org. (n.d.). The Observation and Feedback Cycle: Best Practices for Low Inference Notes. Retrieved from https://achievethecore.org/content/upload/Observation%20and%20Feedback%20Cycle.pdf 
2. CEEDAR Center and the Council for Exceptional Children. (n.d.). Retrieved from https://ceedar.education.ufl.edu/high-leverage-practices/ 
3. 2013 Framework for Teaching Evaluation Instrument: The Danielson Group. (2014). Retrieved September 17, 2020, from https://danielsongroup.org/resources/ 
4. IRIS Center. (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/resources/high-leverage-practices/ 
5. Leverage Practices in Special Education. (n.d.). Retrieved from https://highleveragepractices.org/ 
6. McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2017/07/CEC-HLP-Web.pdf 
7. Welch, L. (2017, Aug. 23). Observation and Inferences.[Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=pkB38ez4DPM 
8. Cambridge University Press ELT. (2018, Aug 27). Teacher Observation Video .[Video]. YouTube. Retrieved from https://www.youtube.com/watch?v=DTq5YUewYfc 
Module Attachments:
Danielson Framework
Low Inference Transcriipt
In-Class Lesson Analysis Template

Watch the Analyzing Student Work video by Edutopia and jot down some key points.Review the Module 4 Materials – Overview of Analysis of Student Work paying close attention to the protocol,Read: How to Give Effective Feedback to Your Students  and The Power of FeedbackSubmit a sampling of three students’ work with your feedback.What revision would you make to your lesson plan to ensure the work aligns to the standards and the lesson objectives?  Revise the student work:
Clearly outline why you are making this revision and how this revision provides students with opportunities to push their thinkingIn narrative format explain what your learn about students needs and strangths and how it will it impact your instructional dessiossions in your work with these students in a small group.Complete and submit Student Work Analysis_ELA.docx; 

A. Create a personal educational philosophy on learning (suggested length of 1-2 pages) in which you do the following: 1. Select a learning theory that you identify with from one of the following categories: Intelligence. Behaviorist Cognitivist. Humanistic/motivation. Constructivist. 2. Explain how the selected theory aligns with your current view of teaching. 3. Describe how the selected theory would help you understand developmentally appropriate student needs in the classroom at two different grade levels (e.g., 7th grade and 12th grade, 1st grade and 5th grade). 4. Describe how the selected theory could be used to address two learning barriers within one of the four developmental domains(i.e., physical, cognitive, social-emotional, language) that students commonly experience in the classroom. 5. Describe how using the selected theory would help you meet the learning needs of one diverse population of students (e.g., based on ethnicity, culture, ability, age, sexual orientation, gender, gender identity, learning styles, or interests) that might be present in a classroom, including one specific example to support your descriiption. B. Acknowledge sources using in text citations and references for content that is quoted paraphrased or summarized. C. Demonstrate professional communication in the content and presentation of your submission Your submission must be no more than a combined total of 30% of the submission and no more than 0% match to any one individual source can be directly quoted or closely paraphrased from sources even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Respond to your colleague in the following ways:
1-Provide an additional resource for locating evidence-based strategies.
2-Offer further insight on how evidence-based strategies can impact P–12 learning.
3-Share an experience of how implementing evidence-based strategies has changed your professional practice.
Cindy’s post:
Evidence-Based Practices in Special Education
Definition of Evidence-Based Practices
Evidence-based practices (EBPs) in special education are instructional approaches grounded in thorough research that shows their effectiveness in enhancing outcomes for students with disabilities. According to the Council for Exceptional Children (CEC), two key quality indicators for EBPs include providing sufficient information about the critical features of the practice (4.1) and appropriate application of outcome measures (7.1; Council for Exceptional Children, 2014). Specifically, outcome measures must effectively gauge the practice’s impact on student outcomes and should demonstrate adequate psychometric properties. Additionally, the study should detail the intervention procedures, including critical components and actions taken by intervention agents, to ensure that the practice can be clearly understood and replicated (Cook et al., 2018). These indicators help define EBPs as reliable and effective strategies that can positively impact students’ learning and development.
Determining Evidence-Based Strategies
Evaluating whether a strategy is truly evidence-based requires assessing research design, study quality, quantity of supporting studies, and effect size to ensure positive outcomes stem directly from the strategy. The Council for Exceptional Children (2014) emphasizes that studies should meet rigorous quality indicators. Specifically, Williamson et al. (2019) note that studies must meet the majority of these indicators, while Reichow (2016) highlights the necessity for certain studies to fulfill all required indicators. Spooner et al. (2019) recommend establishing a strong evidence base through multiple, high-quality studies to confirm reliability. These criteria help educators identify effective, evidence-based strategies for implementation.
Locating Current Evidence-Based Practices
In my professional practice, I employ a range of strategies to identify current evidence-based practices (EBPs) in special education. Research databases such as ERIC and JSTOR provide access to peer-reviewed studies, while trusted resources like the ‘What Works Clearinghouse’ offer insights into rigorously evaluated educational practices. I consult professional organizations, such as the Council for Exceptional Children (CEC), for their guidelines and standards on EBPs to ensure alignment with CEC indicators. Additionally, I engage in professional development by attending conferences, participating in webinars, and networking with colleagues, which keeps me informed of emerging practices. Alnaim (2021) highlights the importance of continuous professional development for refining instructional approaches and implementing the latest EBPs. Together, these resources and activities ensure that I access and apply the most effective practices in my work.
Impact of Fidelity on P–12 Learning
Implementing evidence-based practices (EBPs) with fidelity is critical in maximizing student learning outcomes and improving my effectiveness as an educator. Adhering closely to established EBP protocols allows me to use consistent, proven methods, enabling me to make data-informed adjustments based on student responses. Scheeler et al. (2016) emphasize that consistent application is often challenging yet crucial. Although it can be challenging to maintain consistency, doing so ensures that students receive the full benefits of these researched practices, supporting their academic and behavioral progress. Fidelity also strengthens my professional practice by fostering reliable, evidence-based decision-making, as emphasized by the Council for Exceptional Children (2014). Ultimately, this approach helps create a structured, supportive learning environment where student growth is prioritized, and my instructional decisions are guided by solid research.

Component 1:
You will explain your vision of the ideal learning environment for the age and subject you intend to teach in a professionally written and typed paper using correct grammar and spelling. Use the response template Download response templateto respond to each question. Your submission should be 3 – 5 pages. (12 point font, double-spaced)
How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how you respond to student needs and incorporate student strengths and personal experiences.
What strategies will you use to build relationships with your students?
How will you physically organize the classroom to ensure flexibility and accommodate the learning needs of all students, including those with disabilities? Consider the wide range of disabilities you might encounter: vision impairment, autism, a physical disability requiring a wheelchair or other assistive device for mobility, hearing disability, attention-deficit/hyperactivity, or others. A “Proficient” response should include physical accommodations for at least three different disabilities. Consider things such as Fred Jones’ three Zones of Proximity and furniture.
Explain how your behavior management plan (see below) supports this vision.
Support the strategies you choose with research. For example, you could say something like “According to the work of Dr. I.M. Authority, primary students need structure to feel secure. Therefore, our day will be structured in the following ways…” Please note that you will not pass the project if you do not properly cite your research. You can use any recognized style format (APA, MLA, Chicago) with which you are comfortable.
Component 2:
After fully explaining the environment you wish to create, you will consider how you will accomplish this. You will create a behavior management plan using the template provided. Your behavior management system should help create and maintain the environment explained in the paper. The behavior management plan must include the following:
Three to five positively worded rules that you can consistently enforce.
Expectations (3 – 5) that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability.
Procedures for at least 3 common classroom tasks (Examples: handing back graded work, turning in make-up work, handing out materials, going to lunch, sharpening a pencil, etc.) Once you are teaching, you will have more than 3. These should be fully explained and able to be followed by the target age group. Include the expectations for student behavior.

Topic:
In The Hip-Hop Wars by Tricia Rose CHAPTERS 1,5,6 & 9, the author takes issue with the “We’re just keeping it real” and the “We’re not role models” arguments that function to support violent lyrical content of rap music. Select and analyze one of the arguments that the author makes. How does this analysis affirm or challenge your own beliefs about the genre?
Assignment Guidelines:
1.The paper should be between 400 – 500 words and include in-text citations and references, as appropriate.
2.Students should use the APA format for citations and references.
3.The paper should be 1.5 spaced, have 1-inch margins, and use Times New Roman font, size 12.

i. Instructions
Fill in your answers in this document
1. Go to this video, and queue it to 2:00 – https://www.youtube.com/watch?v=1BZM2Vre5oc . Starting at minute 2:00, watch for 90 seconds (until 3:30).
a. Total count of jumps while jumping rope during this time is:
b. Rate of jumping while jumping rope during this time is:
c. Episodic duration for jumping while jumping rope during this time is: (You will have two figures.)
d. Total duration for jumping while jumping rope during this time is:
e. Interresponse time between episodes of jumping rope is:
2. From that same video, your instructor came up with the following figures. Using your figures, calculate interobserver agreement for each:
a. Instructor’s count of jumps = 87 jumps; IOA =
b. Instructor’s rate = (87 jumps / 90 seconds) = 0.97 jumps / second. IOA =
c. Instructor’s episodic durations = 19 sec (first episode) and 20 sec (second episode). IOA figures (2 of them) are:
d. Instructor’s total duration = 39 sec. IOA =
e. Instructor’s IRT = 42 sec. IOA =
3. Go to this video – https://www.youtube.com/watch?v=QAm9qvoZC7I .
a. The host (Ann), asks “are you more interesting than you look?” The contestant, Howard, says, “It’s all in the mind – eye of the beholder, Ann.” What is Howard’s latency to responding to Ann’s question?
b. Your instructor clocked a latency of 4 seconds. What is the IOA?
c. Howard says “I’m a business developer for a large bank in the northeast.” Ann replies “Okay. Tell me if there’s anything interesting about your job.” What is Ann’s latency to responding to Howard’s question?
d. Your instructor clocked a latency of 6 seconds. What is the IOA?
4. Calling one’s Mom is orienting toward one’s mother, and saying “Mom,” Ma,” Mommy,” “Mama,”, or one’s mother’s name. Go to this video – https://www.youtube.com/watch?v=arbgB6REBmU .
a. What is the count of times Stewie called his mother?
b. What is the rate at which Stewie called his mother?
c. Watch this scene four more times, getting the count of times Stewie called his mother each time.
5. The cumulative count after the second time this scene played out is:
6. The cumulative count after the third time this scene played out is:
7. The cumulative count after the fourth time this scene played out is:
8. The cumulative count after the fifth time this scene played out is:
a. Episode duration for Stewie’s calling his mother (watching the scene one time) is:
b. Using the first time Stewie called his mother as the occasion for the mother to respond, what was the latency to the mother’s response to Stewie’s calling her?
9. Your instructor got the following figures. Calculate IOA:
a. Instructor’s count = 29 calls to Mom. IOA =
b. Instructor’s rate for calling Mom = (29 calls to Mom / 32 seconds) = 0.91 calls / second
c. Instructor’s cumulative count after the second viewing = 58 calls. IOA =
d. Instructor’s cumulative count after third viewing = 87 calls. IOA =
e. Instructor’s cumulative count after fourth viewing = 116 calls. IOA =
f. Instructor’s cumulative count after fifth viewing = 145 calls. IOA =
g. Instructor’s episode duration = 29 seconds. IOA =
h. Instructor’s latency for Mom to respond = 29 seconds. IOA =
ii. Overview
Your team should begin by selecting one of the articles from the Experimental Analysis of
Behavior literature located in your e-reserves. Once you decide on an article, review the following
outline, read the article and make notes. Then, meet as a group to complete the final version of
the outline together. THE ARTICLE IS FACILITATED COMMUNICATION ( see download below)
This worksheet is worth 10 points.
Outline
1. Journal information
a. Name of journal
b. Is this a peer-reviewed journal?
2. Introduction
a. Article title
b. Authors and affiliations
i. Other publications by the authors
ii. Is this article a masters thesis or doctoral dissertation for any of the
authors? If so, which one? Which author served as the student’s thesis
or dissertation advisor?
c. What is the general problem or issue addressed by this study?
d. What has been found in previous research?
e. What is the purpose of this study?
3. Method
a. Subjects
i. Number, age, sex, and diagnostic characteristics
ii. How were they selected?
iii. Describe informed consent process.
b. Behavioral definitions of dependent variables
c. Reliability measures
i. For which dependent variables?
ii. For how much of the data?
iii. How were reliability data collected?
iv. How were reliability data calculated?
v. What were the figures?
d. Procedures
i. Experimental design used
ii. Outline the experimental procedures
iii. Describe treatment integrity measurement system
iv. Describe consumer satisfaction / social validity measurement system
4. Results
a. Findings for each dependent variable
i. What type of graphs were used?
ii. Summarize the data, phase by phase, for each dependent variable.
iii. Describe the follow up data.
1. For how many subjects? If not all, why not?
2. At what interval?
3. Described in the text, depicted in the graph, or both?
4. Describe the follow up data, and compare with the last phase of
treatment data
b. Compare findings with findings of previous research
i. What is similar?
ii. What is different?
5. Discussion
a. Restate the purpose of this study.
b. Describe how the obtained data satisfied this purpose.
c. Identify implications for future research
6. Choose one of the implications for future research suggested by the authors in the
Discussion section as your research question, or develop your own research question
that may be used in a systematic replication. State this research question