By Colleen Gilrane and Kristin Rearden

PRELUDE:THE CURRENT STATE OF U. S. TEACHER EVALUATION
Situating Preservice Teacher Education in the Chaos
PART I:THE UNDERGRADUATE PRE-INTERNSHIP MINOR
Colleen P. Gilrane
CHAPTER 1:OVERVIEW
The Spring Block: Practicum and Teaching Methods
Planning the New and Improved Spring Block
Getting Feedback and Fine-Tuning
Did the Four Essential Questions Fit the Rubrics?
Course Design
Implementing the Plan
Course Organization
Models of Effective Teaching (2 weeks)
Who Are My Students? What Do I Want Them to Learn? (2 weeks)
Assessment: What Would Count as a Good Job? (2 weeks)
What Resources Are Available to Me? How Do I Organize Them to Support Learning? (3 weeks)
Designing Your Learning Plans (5 weeks of Workshop Time)
Final Evaluation Conferences
CHAPTER 2:QUESTION #1: WHO ARE MY STUDENTS?
Who Are My Students: Candidates as Colleen's Kids
What Do My Candidates Care About?
What Kinds of Help Do My Candidates Need?
Classroom/Course Structures
Specific Strategies
Responses My Candidates Need From Me
How Do My Candidates Want/Need to Assessed? To Be Taught?
Who Are My Students: Candidates Watching Their Kids
Addressing Diversity in our Friday Classes
Conferences Addressing Diversity During Workshop Time
Class Session Addressing Diversity as a Stand-Alone Topic
Who Are My Students: What Did Candidates Learn?
List of Readings Used for Diversity Class Session
CHAPTER 3:QUESTION #2: WHAT DO I WANT THEM TO LEARN?
Specific Supports for Thinking About Content
Class Session Addressing Content as a Stand-Alone Topic
The Understanding by Design Framework
What Do I Want Them to Learn: What Did Candidates Learn?
Connecting Students to Content
The Process of Identifying Content Worth Learning
The Importance of Depth Over Coverage
CHAPTER 4:QUESTION #3: WHAT WOULD COUNT AS EVIDENCE OF LEARNING?
Learning About Assessment by Being Assessed
Formative Assessment of My Candidates
Summative Assessment of My Candidates
Grades for the Friday portion of 422
Friday Class Sessions Devoted to Assessment as a Stand-Alone Topic
Performance Assessment
Formative Assessment
Designing Assessments for Learning Plans
What Would Count As Evidence: What Did Candidates Learn?
Assessment Beyond Worksheets and Tests
Bringing a Critical Lens to Current Practice
Bringing Student Experiences to Bear on Designing Assessments as Teachers
CHAPTER 5:QUESTION #4: HOW DO I GET THERE?
Selecting Instructional Materials
Selecting Personnel Resources and Instructional Strategies
Making Decisions About Time, Space, Environment, and Pulling It All Together
How Do I Get There: What Did Candidates Learn?
Expanded Awareness of Resources
Time as a Resource
Personnel as Resources
INTERLUDE: VOICES OF CANDIDATES
CHAPTER 6:HANNAH'S REFLECTION
Hannah Louderback
Transitioning to Internship
First Year Teaching After Internship
Teaching Science: Erosion Unit
Teaching Math: Problems with Missing or Extra Information
Final Reflections
CHAPTER 7:JESSICA'S REFLECTION
Jessica Covington
"Understanding" Across Differing Teaching Contexts
Using Knowledge of Students to Set Goals and Evaluate Learning
Setting Learning Goals
Evaluating Learning
What Worked for Me: The W.H.E.R.E.T.O. Strategy
Where
Hook
Equip
Rethink and Revise
self-Evaluation
Tailor
Organize
Final Reflections
PART II:THE GRADUATE INTERNSHIP YEAR
Kristin T. Rearden
CHAPTER 8:GETTING STARTED: ORIENTING AND BUILDING RELATIONSHIPS
Preparing for the Field Experience: Setting up the Seminar Class
Physical Design of the Seminar Classroom
The Opening Class Session
Preparing to Enter the Schools: First Impressions
The Field Experience
The Spectrum of Classroom Environments
Focal Point One: School Culture
Focal Point Two: The Classroom Environment
Focal Point Three: The Planning Process
Focal Point Four: Instructional Strategies
Focal Point Five: Assessment
Final Reflections
CHAPTER 9:FALL SEMESTER: OVERLAYING GOOD TEACHING WITH TEAM RUBRICS
Initial Weeks of the Internship
Physical Space Considerations
Establishing a Presence
Assuming Responsibility for Planning, Teaching and Assessing
Developing Planning Skills
Lesson Plans: Novice and Veteran Approaches
Questions: At the Heart of Learning to Plan
Preparing for Formal Evaluations
The "Dry Run" Evaluation
The Lesson Plan: Intended Versus Implemented
Areas to Improve and Areas of Strength
Assessment Data
Analyzing the Lesson with Evaluation Rubrics
The Initial Evaluation for State Licensure
CHAPTER 10: SPRING SEMESTER: OVERLAYING GOOD TEACHING WITH edTPA RUBRICS
Growing into their Roles as Teachers
Leading, Not Soloing
Viewing Themselves as Teachers
Recognizing Beliefs About the Importance of Education
Theory into Practice: Action Research and Problem-Based Research Review
Blending the edTPA into Our Teacher Preparation Program
Supporting the Interns During the edTPA Process
Changes to the Program
Evidence of Success
CODA:THE IMPORTANCE OF AN INQUIRY-BASED APPROACH
How Did Candidates Respond?
TEAM Results
edTPA Results
Task 1 Planning
Task 2 Instruction
Task 3 Assessment
edTPA Total Score and Cutoff
Candidates' Reflections
Discussion