Chat with us, powered by LiveChat EDUC642 Review the Teachers Performance Case Study 2 Analysis | Abc Paper
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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.
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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.
Page 7 of 7

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