Artifacts Matrix

Artifacts / Reflective Reports Matrix

Integrating Multiple Targets -
Reaching Each Teaching Goal

Connecting Content to Urban Learners

 Scheme of the Relationship between Artifacts and Commentary
to Practicum and State Licensure Competency Requirements

01    Subject Matter
[Seedfolks Unit Plan]

02    Student Learning
[“SOUL Focus” Report]

03    Diverse Learners
[“Cultural Inquiry” - PowerPoint]

04    Instructional Strategies
[“Urban Literacy” website]

05    Learning Environment
["Ideal Urban Classroom Design" PowerPoint]

06    Communication
[Seedfolks website]

07    Planning Instruction
[Copy of Lesson Plan]

08    Assessment
[Student Work Samples - Copy of an assessment]

09    Reflection - Develop
["Class Act" website and summary reflection on Framework for Urban Teaching]

10   Collaboration - Ethics
[“Family-Teacher Conferences” Report]

Urban School Residency - Triad I
Learners

1. Learners and Learning
(Learning Environment)
[Power Point report on "The Ideal Urban Classroom Design"]

2. Instructional Practice
(Assessment)
[Student Work Samples - Copy of an assessment / report on an assessment strategies]

3. Professional Responsibility
(Collaboration, Ethics and Relationships)
[Analysis Report detailing components of an effective framework for learner -family-teacher conferences]

4. Learners and Learning
(Diverse Learners)
[Power Point w/ interviews and collected data from students and -- Teacher Survey on "one thing you know now that you wish you had known then" back when starting out.]

 

Urban School Residency - Triad II
Learning

5. Instructional Practice
(Planning Instruction)
[Copy of Lesson Plan]

6. Content
(Subject Matter)
[Lesson Plan - Report on standard components of LA Ed. and specific areas studied in the host school/classroom]

7. Learners and Learning
(Student Learning)
[Report on specific control students]

8. Professional Responsibility
(Reflection and Development, Collaboration, Ethics and Relationships)

Urban School Residency - Triad III

Teaching

9. Instructional Practice
(Instructional Strategies)
[TPA Student Work Samples - Analysis Report of instructional strategies employed in the host school/classroom]

10. Instructional Practice
(Communication)
[TPA Video Tape of teaching]
proficiency in areas of communication -- including interpersonal communications, linguistic theories, language development, presentation and discussion strategies and the role of language in learning. . . .  demonstrates a cultivated awareness of the potential power of language in promoting self-expression, fostering identity development, and improving the academic achievement of culturally and linguistically diverse urban youth.

11. Professional Responsibility
(Reflection and Development)
12. Professional Responsibility
(Reflection and Development)
["Class Act" website / summary reflection on Framework for Urban Teaching] 

Research & Reports

• "The Ideal Urban Classroom Design" Power Point
• Effective Family-Teacher Term Conferences report
   
• Cultural Inquiry Power Point
• SOUL Focus - Learner Report
   
• “Urban Literacy” website
   
• Seedfolks Unit Plan
   
• Seedfolks Website
   
• “Class Act" website / summary & Framework for Urban Teaching
  
• TPA Video and Commentary
   
• eFolio Artifact Descriptors
•  Observation Lesson Plans
• Weekly Reflections

.

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Artifact 1: Subject Matter

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of the subject area (e.g., central concepts, tools of inquiry, important knowledge), and created learning experiences that make these aspects of subject matter meaningful for students.




[Report on standard components of Language Arts Education and specific areas studied in the host classroom]

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Artifact 2: Student Learning

Evidence, description and reflections from student teaching fieldwork demonstrate (a) very strong understanding of students’ intellectual, social and personal development and (b) the creation of excellent learning opportunities that fostered their development.



[Lesson plan]
[Testimonials from students]

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Artifact 3: Diverse Learners

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding of how students differed in their approaches to learning and created excellent instructional opportunities that were adapted to students with diverse backgrounds, talents, needs and exceptionalities.



[Report on diversity -- theory to practice]

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Artifact 4: Instructional Strategies

Evidence, description and reflections from student teaching fieldwork demonstrate strong understanding and very effective use of a wide variety of instructional strategies that developed students’ critical thinking, problem solving and performance skills.


[Employed Instructional Strategies Analysis]

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Artifact 5: Learning Environment

Evidence, description and reflections from student teaching fieldwork demonstrate a very strong understanding of individual and group motivation and behavior. Clearly demonstrates ability to create and manage a very positive, safe, and respectful classroom learning environment that encourages cooperation, active engagement, and self-motivation.



[Book report on a Classroom Management text w/ examples from the practicum]

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Artifact 6: Communication

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and very effective use of verbal, nonverbal, and media communication techniques to foster active and collaborative learning.




[Generated course materials, or student artifacts, from a specific lesson]
[Video of teaching classes]

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Artifact 7: Planning Instruction

Evidence, description and reflections from student teaching fieldwork demonstrate very thorough preparation of lessons and/or units that are clearly based upon knowledge of subject matter, students, the community, and curriculum goals.




[Lesson Plan]

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Artifact 8: Assessment

Evidence, description and reflections from student teaching fieldwork demonstrate very strong understanding and use of formal and informal assessment strategies to evaluate and ensure the continuous intellectual and social development of students.



[Copy of an assessment or report on an assessment]

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Artifact 9: Reflection/ Development

Evidence, description and reflections from student teaching fieldwork demonstrate very deep, critical reflection about the foundations of education as well as the effects of pedagogical choices and actions on students. Clearly embraces feedback as an opportunity for professional growth.



[Class Act website and blog reflections]
[Teacher Survey]

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Artifact 10: Collaboration/Ethics

 Evidence, description and reflections from student teaching fieldwork demonstrate a very strong ability to communicate and interact professionally with families, school colleagues, and the community to support student learning and well-being.



[Report w/ interviews and collected data pertaining to school-family relationships]
[Testimonials from urban learners]

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