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Supervisor: R. Hauser
School:
OIME
Subject:
Literacy
Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.
Target
Acceptable
Unacceptable
2: Learning Environments
Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop
emotional well - being, positive social interactions, and self determination.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: High levels of collaboration noted with host teacher and other adults in the room (paraprofessionals and student teacher) Activity is designed to be highly motivating
and provide scaffolding and structure for high levels of success.
Target
Acceptable
Good
Satisfactory
Unacceptable
exceptionalities
Comments: Overall, this lesson is modified form the general education literacy curriculum; there are further modifications made to delivery based on the specific needs of the
students in the group.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Good
Unacceptable
Satisfactory
Acceptable
Comments: Assessment is clear and data collection provides evidence of learning for each student and can also provide data to guide future instruction, I would recommend data
collection on specified IEP goals during the lesson.
5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
Target
Acceptable
Good
Satisfactory
Unacceptable
curricula.
Satisfactory: Occasionally utilizes appropriate
technologies; may or may not provide
sufficient modeling and practice for students
with ELN; needs occasional reminder to utilize
student learning progress with designing
instruction.
Unacceptable: Does not consistently utilize
appropriate models, practice and technologies
in designing lessons and activities to meet
student needs; does not consider students
learning progress when developing instruction.
5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
Comments: Planning is clear and complete. Students are held to appropriately high standards across domains. Scaffolding is built into the lesson through the design of materials
and use of small homogeneous groups.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Andrea consistently presents herself in a professional manner. She works very well with others and has become much more comfortable in this classroom.
7: Collaboration
Beginning special education professionals collaborate with families,
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Andrea works very closely with the host classroom teacher and the student teacher, as as well as with the paraprofessionals in the room. She spontaneously assumed
mentoring responsibilities for a student teacher who is also placed in the same classroom.