We will describe a two-year assessment and curriculum project within the elementary education department at the University of Hawai‘i-Mānoa College of Education. Collaborating with us as assessment coordinators, the department’s faculty engaged in a process to redesign the curriculum for teacher candidates’ formal lesson observations that take place in each semester of the elementary programs. The redesigned curriculum establishes a hierarchical organization of content threads, topics, and specific teaching skills that are targeted for growth in a particular semester, with each subsequent semester building on the last. The purpose of the redesign is to provide formative feedback to teacher candidates as they develop their teaching skills. We will explain the process used to collaborate with faculty to honor their expertise and input, specific features of the redesigned curriculum, and key take-aways from our recent cycle of implementation throughout the elementary programs. By Aaron Sickel & Ronnie Tiffany-Kinder.

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Recommended Citation:
Sickel, A. & Tiffany-Kinder, R. (2023, March). Supporting Formative Feedback on Teacher Candidates’ Lesson Observations: The Design of a Developmental Curriculum [Poster Presentation]. Assessment and Curriculum Support Center at the University of Hawai’i at Mānoa, Honolulu, HI, USA.