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Does each course objective need more than one standard alignment?

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Does each course objective need more than one standard alignment?

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Alot of red i.e., intro with practice in Term 5 across all edTPA rubrics - strength

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Alot of red i.e., intro with practice in Term 5 across all edTPA rubrics - strength

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Preprogram - alot of intro with practice - appropriate

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Preprogram - alot of intro with practice - appropriate

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Gradual progress to blue in Term 6 - heading in right direction

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Gradual progress to blue in Term 6 - heading in right direction

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The point of the course is acquisition of growth and development knowledge. if students are to master this knowledge, how will they continue to demonstrate their mastery of this knowledge throughout the program?

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351/352 HLPs are introduced, emphasized and mastered throughout single semester.

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351/352 HLPs are introduced, emphasized and mastered throughout single semester.

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We see a progress over time semester 5 is red and progress to blue and then green in semester 8

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We see a progress over time semester 5 is red and progress to blue and then green in semester 8

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what should we do about hlp/edTPA that do not connect to objectives?

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what should we do about hlp/edTPA that do not connect to objectives?

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Are we spending too much time in the "red?"  Yet, it is foundational, or should courses progress to emphasis (blue) sooner?

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Are we spending too much time in the "red?"  Yet, it is foundational, or should courses progress to emphasis (blue) sooner?

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Why is 'assessment' not addressed in the course objectives in semester 5. We believe it is there but not highlighted.

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Why is 'assessment' not addressed in the course objectives in semester 5. We believe it is there but not highlighted.

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Re. 407 - We need to have someone in dept teach class and/or orientation to ECED expectations e.g., edTPA etc.

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Re. 407 - We need to have someone in dept teach class and/or orientation to ECED expectations e.g., edTPA etc.

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Need to bring adjunct faculty "into the fold

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Need to bring adjunct faculty "into the fold

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Is it really possible that 422 objectives are so numerous in Task 2 - Instruction?  

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Is it really possible that 422 objectives are so numerous in Task 2 - Instruction?  

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depth of analysis is fairly different among individuals

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Is it possible students Master rubric content in preprogram?  (201?)

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Is it possible students Master rubric content in preprogram?  (201?)

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Could 'ratings' be higher from instructors who are not in the field because those in the field see the skills being applied and not just the theory

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Could 'ratings' be higher from instructors who are not in the field because those in the field see the skills being applied and not just the theory

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Perhaps course alike groups need to meet to come to consensus on alignment between deep read of rubrics and course objectives?

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Perhaps course alike groups need to meet to come to consensus on alignment between deep read of rubrics and course objectives?

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Consensus on what "I, E, and M" mean for instructors. 

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Consensus on what "I, E, and M" mean for instructors. 

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Are our course objectives matching taught curriculum in that class?

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Are our course objectives matching taught curriculum in that class?

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Need course alike groups to do deep dive into course objectives (taught vs. written curriculum) and aligned as we believe they should be aligned

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Need course alike groups to do deep dive into course objectives (taught vs. written curriculum) and aligned as we believe they should be aligned

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Variability across instructors depending on context e.g., field practice vs. TU classroom??

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Variability across instructors depending on context e.g., field practice vs. TU classroom??

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Instructors need to understand/know taught objectives in other courses.

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Instructors need to understand/know taught objectives in other courses.

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May need to change wording of objectives to match our Standards. 

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May need to change wording of objectives to match our Standards. 

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Practices measured in edTPA are "what we always wanted."  Good practices are good practices.  Now need to articulate it.

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Practices measured in edTPA are "what we always wanted."  Good practices are good practices.  Now need to articulate it.

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Did our discussion on end goal for interns define for all of us our end goals?

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Did our discussion on end goal for interns define for all of us our end goals?

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Should we focus on certain Standards in certain classes e.g., not all 15 edTPA rubrics in one class, but a gradual growth.

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Should we focus on certain Standards in certain classes e.g., not all 15 edTPA rubrics in one class, but a gradual growth.

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How do EDUC/SCED courses on our checklist fit in?  Should they?

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How do EDUC/SCED courses on our checklist fit in?  Should they?

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What is most important knowledge/skills students need to know - make them the course objectives. 

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What is most important knowledge/skills students need to know - make them the course objectives. 