Académique Documents
Professionnel Documents
Culture Documents
Maryvale BOCES
Subject:
Science
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
1:Learner Development and Individual Learning Differences
Beginning special education professionals understand how
Target: consistently demonstrates a respect for
exceptionalities may interact with development and learning and use
Good
Satisfactory
and understanding of learner differences through
this knowledge to provide meaningful and challenging learning
use of respectful person-first language and
experiences for individuals with exceptionalities
development of appropriate learning experiences.
Good: May need some support to consider learner
X
Key elements:
differences in the development of learning
1.1
Beginning
special
education
professionals
understand
how
experiences.
language, culture, and family background influence the learning of
Satisfactory: requires occasional reminders to
individuals with exceptionalities
consider learning characteristics during lesson
X
1.2 Beginning special education professionals use understanding of
design and occasional reminders to use respectful
development and individual differences to respond to the needs of
person-first language.
individuals with exceptionalities.
Unacceptable: requires consistent reminders to
consider learner characteristics during lesson
development and implementation and to use
respectful person-first language.
Comments: Amy responded to the varied language needs of this group of learners by providing differentiated language demands and prompting. All students were required to use
their language skills throughout the lesson.
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:THis learning environment was very supportive and held students to high standards in the areas of academics, language skills and behavioral expectations.
Target
Acceptable
Good
Satisfactory
Unacceptable
exceptionalities
Comments
Although the focus of the lesson was science, Amy used that content as background for focusing on the functional, fine motor, and language needs of these learners.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Assessment is individualized and focused on specific student IEP goals and objectives. Data collection for IEP goals would be more effective and efficient if
incorporated directly into the flow of 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
5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
Comments: Obvious understanding of student needs in academic, language, and other functional domains is demonstrated through the use of differentiated supports and materials
that reflect student ability and goals in these domains. Technology use by both teacher and students was incorporated into the lesson. This was a very language-rich lesson.
Students were provided with multiple models and offered amny opportunities to respond to language prompts through the use of both verbal and nonverbal language.
Target: Consistently and appropriately
practice. Demonstrates an understanding of
evidence-based practice. Works to support
others in a professional manner.
Good: Engages in professional and ethical
practice. May need support to engage in
professional activities or to use data and
research to facilitate work with learners with
ELN.
Satisfactory: Occasionally requires reminder to
engage in professional and ethical practice,
with no major violations of code of ethics.
Unacceptable: Major violation of code of
ethics or needs consistent reminders of
professional and ethical practice.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments: Amy is the consummate professional; she is a highly skilled teacher and actively seeks out ways to improve her practice. She is articulate and able to communicate
effectively with all stakeholders in the educational team. She is also a very strong advocate for all children.
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: High levels of collaboration were seen during this lesson. Support staff were aware of the general focus for the lesson and also prepared to provide scaffolding using
least intrusive prompts.