Special Education Student Teaching/Internship
Syllabus and Handbook
SPED 5030/5031
Laura Marshall,
Instructor
Columbine Hall 3043
719-255-4168
lmarshal@uccs.edu
Spring 2014
Table of Contents
Syllabus
................................................................................................................3
Course Calendar
................................................................................................................9
Generalist Standards and Competencies .................................................................................14
Final Grade Sheet
..............................................................................................................19
Competency 1 Reading Instruction Criteria and Rubric ..........................................................20
Reading Background Information and Lesson Plan Template ................................................21
Reading Lesson Observation Form..........................................................................................24
Competency 2 Math Instruction Criteria and Rubric ..............................................................31
Lesson Plan Guide
..............................................................................................................32
Math Background Information and Lesson Plan Template .....................................................33
Academic and Social Skills Lesson Observation Evaluation ..................................................35
Competency 3 School-wide Assessment Criteria and Rubric .................................................41
Competency 4 Progress Monitoring Criteria and Rubric ........................................................42
Competency 5 Collaboration in Content Area .........................................................................43
Competency 6 Structure Activities Criteria and Rubric ..........................................................44
Effective Teaching Self-evaluation Form ................................................................................45
Competency 7 Social Skills Instruction Criteria and Rubric ...................................................47
Social Skills Background Information & Teaching Social Competence Lesson Plan ............48
Competency 8 FBA and Behavior Intervention Plan ..............................................................55
Competency 9 Instruction for Students with Significant
Support Needs Criteria and Rubric and Observation Forms .......................................56
Competency 10 IEP Criteria and Rubric .................................................................................60
Competency 11 Teaching Techniques Criteria and Rubric .....................................................61
Competency 12 Communication and Collaboration ...............................................................62
Competency 13 Technology Use Criteria and Rubric .............................................................63
Competency 14 Professional Dispositions Criteria and Rubric ...............................................64
Professional Dispositions Form ...............................................................................................65
Competency 15 Self-Reflection Criteria and Rubric ...............................................................66
Portfolio Organization and Seminar Participation Rubrics .....................................................67
Letters and Responsibilities for Cooperating Teachers and Principals ...................................68
Cooperating Teacher Evaluation Forms ..................................................................................74
Principal Evaluation Forms......................................................................................................78
2
COE Mission:
Special Education Elementary and Secondary
Student Teaching and Internship
Course #SPED 5030 5031
Fall 2013
We prepare teachers, leaders, and
counselors who
embrace equity, inquiry
and innovation.
Instructor: Laura Marshall
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
E-mail: lmarshal@uccs.edu
Contact
education@uccs.edu
Phone: 719-255-4996
Fax:
719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Office: Columbine Hall 3043
Phone: 719-255-4168
Office Hours: Wednesdays 1:00-3:00, Thursdays 3:30-5:30
Required Textbook: NA
Additional Resources (or Recommended Textbooks):
Syllabus/Handbook (Available in Blackboard)
Various articles presented in seminars
Course Format: This course consists of classroom discussions,
guest subjects/speakers, student presentations, and in-class
small group activities, readings from supplementary journal
articles, use of audio and visual media.
Course Overview: Student teaching and internship are the
culminating field experiences for the UCCS Special Education
Licensure Program in which teacher candidates have the
opportunity to work in a variety of settings with K12 students
with the full range of ages and disabilities required for the
Colorado Generalist Special Education Licensure. In these
experiences the teacher candidates will demonstrate proficiency
in the Generalist Special Education Standards in educational
settings that utilize practices congruent with the UCCS special
education program. In student teaching and in the internship,
teacher candidates will apply and integrate the knowledge and
skills learned in previous courses to demonstrate proficiency in
these standards and improve student outcomes. Student teaching
is a 16-week experience, during the school year that can be
completed on the job for students who are teaching with
Temporary Teaching Eligibility or in an UCCS placement
assignment in the teacher candidate’s preferred grade level for
those not currently teaching. The internship provides teacher
candidates, seeking initial licensure, the opportunity to
demonstrate proficiency in the competencies with students at
the opposite age level and with different abilities and
disabilities than the students they taught in the student teaching
experience. In seminar, students will reflect on their teaching
experiences, teaching skills, and professional dispositions.
3
Course Expectations:
• Student teachers and interns will demonstrate professional, ethical behavior and follow the standards
and rules of the placement school.
• Student teachers and interns will complete the designated time at the placement school (600 hours
for student teaching and approximately 300 hours for internship) and communicate with the school
in case of absences.
• Student teachers and interns will submit assignments and scan and submit evaluations by the school
personnel in Blackboard for evaluation by your university supervisor in a timely manner.
• All the information for the competencies that the university supervisor will observe (1- Literacy, 2Math, 7-Social Skills, 9-Assistive Technology), including background information and the three
lesson plans, will be submitted to the university supervisor for review, at least 48 hours before the
scheduled observation or the observation will be rescheduled.
Prerequisites: Enrollment is by departmental permission only. Student teachers and interns must have
completed all their course work for the licensure program, have a 3.0 grade point average and have
received a grade of “C” or better in all Special Education courses. Special Education courses in which a
“C-” grade was earned may be repeated to meet the grade requirement. Teacher candidates with an
outstanding incomplete may not enroll in student teaching or internship. All student teachers and interns
must have passed the fingerprinting requirement with the Colorado Department of Education. Passing
scores on the PLACE or Praxis Elementary Content test and the Special Education Generalist PLACE
test are required prior to beginning student teaching or internship.
Course Objectives: Each objective represents a competency students must demonstrate. The objectives
are linked to Performance-Based Standards for Colorado Teachers, Colorado Special Education
Generalist Competencies, Council for Exceptional Children Standards and the College of Education’s
Conceptual Framework. (See Objective Table and attached Standards.) The competencies for the
Internship are the same competencies as in Student Teaching. The competencies marked with an * may
be completed in one experience. The rest of the competencies must be completed in both experiences.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Develop and implement reading instruction.
*Develop and implement math or content area instruction.
* Participate in School-wide General Education Assessment (CSAP/CSAP-A).
* Participate in Progress Monitoring in general education curriculum.
Structure and schedule activities to maximize students' engaged time and employ proactive
discipline and appropriate behavior management procedures.
* Develop and implement instruction for social skills.
* Analyze a Functional Behavior Assessment and Behavior Intervention Plan.
* Implement AAC or AT for a student with significant support needs.
Demonstrate proficiency in the IEP process.
Employ range of teaching techniques and assist in design and modification of instruction to meet
student needs including students from diverse cultures, with exceptional learning needs, and Englishlanguage learners.
Communicate in an effective, professional manner and work collaboratively with parents, staff,
administrators, students, and related service personnel.
Use technology to enhance student learning including instructional technology, assistive technology,
student technology use, technology use for student assessment, communication, and managing
education plans.
Model, and develop in students, professional dispositions, democratic ideals, appropriate behaviors,
and community involvement.
Self-evaluate performance and participate in professional development.
CAEP Accreditation Standards
Standard 1: Content and Pedagogical Knowledge
Standard 2: Clinical Practice and Partnerships
Standard 4: Program Impact
4
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and
using online research databases. Knowledge of the use of technology-supported multimedia, such as
PowerPoint and other audio/video resources, is expected. Students who need assistance with building
technological skills should speak with their professor to learn about technology resources in the COE
and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course content.
All students must obtain a UCCS email address and check it regularly (every day) so as not to miss
announcements. If your UCCS email address is not your primary one, please have emails from UCCS
rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of
ethical and professional conduct. This includes attending class, being adequately prepared, contributing
to class discussions, submitting high caliber work and representing your own work fairly and honestly.
As an important member of a classroom community, attendance and punctuality is mandatory. You must
actively engage in class and group work to maximize your learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence. Unexcused
absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community. Please
monitor your participation in class discussions and group work and find ways to contribute intelligently
to the discussion without silencing others. All written assignments must be computer generated unless
otherwise indicated by the professor. Professional behavior will be expected in your future
teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to
recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender,
economic, sexual orientation and ability – while striving to provide fair and equitable treatment and
consideration for all. Any student who believes that he/she has not been treated fairly or equitably for
any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College
of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this
course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is
committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of
disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office
as soon as possible. Please note that accommodations are not retroactive and disability accommodations
cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been
given to the professor by the student. Please contact Disability Services for more information about
receiving accommodations at Main Hall room 105, 719-255-3354 or dservice@uccs.edu .
5
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any course, but no
later than the end of the first week of classes. At this time, the student should provide the instructor with
a schedule of planned absences, preferably signed by the student's commander, in order to allow the
instructor to evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to
be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used
for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and residence
where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
Adverse Weather Conditions: Student teachers and interns must follow the schedules of the school and
are required to teach on their scheduled days if the school is open. For the scheduled seminars, UCCS
closures will be announced on local radio and television stations, UCCS email, and the campus closure
line at 719-255-3346.
Person First Language: Teacher candidates are expected to use person-first language when discussing
or writing about persons with disabilities or persons from non-traditional backgrounds.
Student Teaching and Internship Field Requirements
To qualify for initial Special Education Generalist License, to teach students ages 5-21, teacher
candidates will complete a 16-week student teaching experience (minimum 600 hours) at either the
elementary or secondary level and an 8-week (300 hours, if completed during the school year) or a
summer school (approximately 100 hour) internship at the opposite level. Summer school placements
are limited to teacher candidates who are working in schools during the school year. Summer
6
placements are dependent on the availability of school district programs matching the teacher
candidates’ needs.
Placed Student Teachers and Interns: Teacher candidates who are not employed in a school will
complete a 16-week student teaching experience (minimum 600 hours) at a placement in their preferred
grade level (elementary or secondary). The length of the student teaching day will be the length of the
cooperating teacher’s school day in the building where the student teacher is assigned. Student teachers
begin the placement when the teachers return to school in either the fall or spring, regardless of when the
UCCS semester starts. Interns complete the required 300 hours based on the schedule agreed upon by
the intern and school and university personnel. Student teachers and interns are supervised by
cooperating teachers and university supervisors.
On the Job Student Teachers: Teacher candidates who are employed as teachers and hold a current
Temporary Teaching Eligibility may complete a 16-week student teaching experience on the job if
permission from the school principal, district special education supervisor, and the district’s Human
Resource Department personnel is obtained prior to the beginning of student teaching. OTJ student
teachers must work with students with disabilities and be evaluated by a cooperating teacher or special
education supervisor with a special education license as well as a university supervisor. OTJ teachers
must also complete a minimum of two 2- hour visits to special education classrooms in other schools.
Additional Endorsement: Teacher candidates who hold a current Colorado teaching license and are
adding the Special Education Generalist Endorsement complete only the student teaching experience
and must demonstrate proficiency in all the competencies in that experience. Added endorsement
student teachers must work with students with disabilities and be evaluated by a cooperating teacher or
special education supervisor with a special education license as well as a university supervisor.
Permission from the school principal, district special education supervisor, and the district’s Human
Resource Department personnel must be obtained prior to the beginning of student teaching. On-the-job
teachers must also complete a minimum of two 2- hour visits to special education classrooms in other
schools.
Assignments (graded activities):
Grades are determined by weighting observation scores, competency scores, school personnel
evaluations, and seminar attendance and participation.
Observations of instruction by the university supervisor
20%
Formative/summative evaluations by the cooperating teacher and principal
40%
Student teaching competency portfolio and evidence of proficiency in standards 30%
Seminar attendance and participation
10%
A (100 – 92%)
A- (91 – 90%)
B+ (89 – 87%)
B (86 – 82%)
B- (81 – 80%)
C+ (79 – 77%)
or
or
or
or
or
or
(4.00 – 3.68)
(3.67 – 3.60)
(3.59 – 3.48)
(3.47 – 3.28)
(3.27 – 3.20)
(3.19 – 3.08)
C (76 – 72%)
C- (71 – 70%)
D+ (69 – 67%)
D (66 – 62%)
D- (61 – 60%)
F Below 60%
or
or
or
or
or
or
(3.07 – 2.88)
(2.87 – 2.80)
(2.79 – 2.68)
(2.67 – 2.48)
(2.47 – 2.40)
Below 2.40
Observations of Instruction by the University Supervisor: Student teachers and interns must
demonstrate effective teaching skills with students on IEPs with varying skills. University supervisors
will observe student teachers and interns on three or more occasions during each experience. Detailed,
typed lesson plans and the required background information must be submitted to the university
supervisor at least two days before the lesson observation. Student teachers must score at least an 82%
or 3.28 on observations in each instructional area to pass student teaching or the internship.
Observations in which the student teacher or intern score less than 3.28 average may be redone.
Formative/Summative Evaluations and Observations by the Cooperating Teacher and Principal:
Cooperating teachers will complete at least three observations and formative evaluations and one
summative evaluation on the student teacher’s or intern’s teaching, lesson planning, assessment, and
collaboration skills. These evaluations will be submitted on Blackboard to be reviewed by the university
supervisor according to the attached schedule. The principal needs to observe and evaluate the student
7
teacher or intern. Student teachers and interns must receive an average score of 82% or 3.28 on each part
of the cooperating teacher’s final formative and the summative evaluation and the principal’s evaluation
to pass.
Student Teaching Competency Portfolio: Student teachers and interns must demonstrate proficiency,
through performance and written documentation, in the Colorado Special Education Generalist
Standards. For each standard there are competencies that will help students demonstrate proficiency in
each standard. (See attached competencies and rubrics). Student teachers and interns will submit the
documentation for each competency and standard in Blackboard. The competencies will be reviewed by
the cooperating teacher and university supervisor throughout the semester. The cooperating teacher will
sign off that each competency and standard have been met adequately. The university supervisor will
score the student teacher or intern on the rubric for each competency, which reflects the requirements in
the standard. (See attached rubrics.) The university supervisor will use the competencies provided in
Blackboard, the student teacher’s formal and informal observations, and information from the
cooperating teacher and principal to decide on the level of proficiency in each standard area. All work
must be submitted in Blackboard according to the dates specified in the course syllabus or dates set with
the university supervisor. Student teachers and interns must score at least 82% or 3.28 on each of the
competency areas and standards to pass the student teaching or internship. A competency area in which
a score less than 3.28 is earned must be redone in order to pass the course.
Seminar Attendance and Participation: Attendance and participation at the eight seminar meetings for
student teaching and four for internship is required. The first seminar will be scheduled for a time the
week before UCCS’ semester starts because most school districts start earlier. In seminars requirements
for each competency will be reviewed. Student teachers and interns will evaluate and discuss progress
towards meeting the competencies and activities and issues at their placement. Student teachers and
interns will identify addition topics of interest.
8
Date
Orientation
Cooperating
Teachers
Jan. 13
4:45-7:20
Interns
Attend
Jan. 20
Jan. 27
4:45-7:20
Interns
Attend
Feb. 3
4:45-7:20
Interns
choose one
Feb. 10
4:45-7:20
Interns
choose one
Mar. 3
4:45-7:20
Interns
choose one
Mar. 17
4:45-7:20
Interns
choose one
Apr. 14
4:45-7:20
Interns
choose one
Table One: Course Calendar
Student Teaching Seminars and Competency Assignments
Seminar Topic & activities
Assignment Due
Overview of Standards and Competencies
Cooperating Teacher and Principal
Information and Evaluations
Syllabus
Return Student Teaching Agreement Form
Student Teaching Competencies:
(last page of principal letter) signed by
Competency 6 – Classroom Procedures
principal and special education district
Competency 2 – Math Instruction
supervisor to UCCS instructor
Lesson plan templates & observation
Schedule and complete initial meeting with
forms
principal, cooperating teacher, and
Competency 15 –Self-Eval. – Journals
university supervisor at the your school
NO CLASS – Martin Luther King Day
Competency 1 – Reading Instruction
Upload your schedule and classroom rules
Competency 4 – Progress Monitoring
(part of Competency 6) on Blackboard to
Competency 5 – Content Area Instruction your university supervisor
Competency 9 – Instruction with Students Email plan to university supervisor
with SSN
Journal due to University Supervisor 1/27
Discuss Math instruction in your school
To discuss in seminar:
Collaboration planning formats
Math instruction in your school
Competency 8 – Functional Behavior
To discuss in seminar:
Assessment
Rough draft (ideas) for progress monitoring
Competency 7 – Social Skills Instruction Rough draft (ideas) for background
Competency 10 – IEP process
information and lesson plan for reading
Discuss reading & progress monitoring
Competency 3 – TCAP/CoAlt
To discuss in seminar:
Competency 11 –Teaching Techniques
Ideas for background information and lesson
Competency 12 – Communication
plan for social skills
Collaboration
Journal Due 2/10
Competency 13 –Use of Technology
First observation and evaluation by
Competency 14 – Prof. Dispositions
cooperating teacher completed &
Competency 15 – Prof. Dev. Plan
uploaded in Blackboard
Discuss social skill instruction
First Univ Sup. observation
Topic of Choice
Journal Due 2/24
Discuss instruction competency plans
Journal Due 3/10
Topic of Choice
Discuss instruction competency plans
Topic of Choice
Discuss progress on competencies
May 5
Lesson Presentations
4:45-7:20
Licensure information
Interns attend Wrap up – Summer and Fall placements
9
By week of 3/10 - Second observation and
evaluation by cooperating teacher
completed & uploaded in Blackboard
Second Univ Sup. observation scheduled
Cooperating Teacher’s Professional
Dispositions evaluation sent to Univ. Sup.
Mid-semester Meeting with Cooperating
Teacher, Student Teacher and Univ. Sup.
Journal Due 3/24 and 4/7
Third observation and evaluation by
cooperating teacher and principal
completed & uploaded in Blackboard for
Univ. Sup. review
Third Univ Sup. observation scheduled
Journal Due 4/21
Complete exit interview by this week.
Summative Eval. & all competency
portfolio items uploaded by 5/7
Journal Due 5/5
Assignment
1. Develop and
implement instruction in
reading and writing.
(Completed during both
Student Teaching and
Internship)
2. 2. Develop & provide
Math instruction
3. Participate in Schoolwide General Education
Assessment
(CSAP/CSAP-A)
4. Participate in Progress
Monitoring in general
education curriculum
5. Collaboratively
develop and implement
instruction in a content
area.
6. Structure activities to
maximize students'
engaged time and use
proactive discipline
7. Develop and provide
instruction social skills.
8. Analyze Functional
Behavior Assessment
and IEP-Behavior
Intervention Plan
9. Implement Augment.
Alternative
Communication (AAC)
Strategy or Assistive
Technology (AT).
10. Demonstrate
proficiency in the IEP
process.
11. Employ range of
teaching techniques and
modifications
12. Communicate
effectively & collaborate
with parents, staff,
students
13. Use technology to
enhance student learning
14. Model, and develop
democratic ideals,
15. Self-evaluate &
participate in prof. dev.
Course Planning, Assignments and Assessments Table Here
Assignments and Assessments Table
Due Date
Description
*Assess
Method
To be
• Student description
arranged
• Instructional arrangement
with Univ. • Initial assessment results
Supervisor • Instruction objective & Standards
• 3 Lesson Plans
• Data collection and analysis
• Lesson Delivery
To be
See competency 1
arranged
To be
• Description of role in preparing students,
arranged
conducting assessments, and analysis of
with U. S.
results
Rubric
To be
arranged
with U. S.
• Description of role in assessments
• Graph of data over 12 weeks
To be
arranged
with Univ.
Superv.
To be
arranged
with Univ.
Supervisor
To be
arranged
To be
arranged
with Univ.
Sup.
To be
arranged
with Univ.
Supervisor
To be
arranged
with Univ.
Supervisor
To be
arranged
To be
arranged
with Univ.
Supervisor
To be
arranged
To be
arranged
To be
arranged.
Required Field
Component
Rubric
All the work is
completed in field.
Student teachers spend
16 wks. at school sites,
(560 hours) Interns field
time varies with on the
school program
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
• Student/group description
• Instructional arrangement, role in
collaboration
• Instruction objective & Lesson Plans
• Schedule and service provided*
• School behavioral expectations *
• List of classroom expectations *
• Self-analysis of instruction
See competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
• Analysis of current FBA and BIP
including activities such as reevaluation
of strategies, completing student-directed
FBA, data collection, etc.
• Evidence AAC or AT enhances students
access to curriculum, is a good match for
the student
• Description of how the AAC or AT is
successfully supported.
• Complete electronic IEP
• Background information gathered
• Plan and run an IEP meeting,
• IEP goal progress monitoring
• Paragraph describing use of a range of
teaching techniques
• Lesson plans and delivery from
• Collaboration with school team
• Management procedures with
paraprofessionals
• Communication with parents and staff
• Lessons plans and data collection
• IEP, Assessment, Communication
• Lesson plans and delivery and data
• Professional Disposition forms
• Professional Development Plan
• Reflection Journal*
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
Rubric
See Competency 1
• Analysis of data
* a rubric for each assignment is attached to this syllabus
10
Alignment of Course Objectives, Standards, and Conceptual Framework
STANDARDS*
Course
Objective
1. Develop
and
implement
reading
instruction
2. Develop
and
implement
math
instruction
3. Participate
in Schoolwide
Assessmt
(TCAP/ -A)
4. Participate
in Progress
Monitor in
gen. ed.
curriculum
Assignment, Activity,
or Required
Reading(s)
CEC
Reading Instruction
• Student description
• Instructional
arrangement
• Assessment
• Objectives
• 3 Lesson Plans
• Data collection
• Delivery
Math Instruction
• Student description
• Instructional
arrangement
• Assessment
• Objectives
• 3 Lesson Plans
• Data collection
• Delivery
School-wide Testing
CC4S2,3,4,5
GC4S1,3,4,6,7,
12-14, 16; CC5K3,4
CC5S1,2,4-7,10-13
GC5S3,6; GC6S1
CC7K3; CC7S6-14
GC7K4; GC7S2,3
1.1 ,1.2,
1.3, 1.5;
3.1, 3.33.8 5.45.7; 6.16.6
1a,b,c,d,
e,f 3a-h;
5a-i;
6a,b,
d(v);
7b,d
CC4S2,3,4,5
GC4K6
GC4S3,5,7,13
CC5K3,4
CC5S1,2,4-7,10-13
GC5S3,6
CC7K3
CC7S6-14
GC7S2,3
GC4K2
CC8K2,4,5
CC8S2,5,7,8,10
2.1, 2.2
3.1, 3.33.8; 5.4,
5.5, 5.7;
6.1, 6.2,
6.3, 6.6
2; 3a-h;
5a-i;
6a,b,
d(v);
7b,d
3.4, 3.5,
3.6, 3.7,
3.8, 5.9
3c,d,e,f,
g,h 5g,
h, i
CC8K2,4,5
CC8S2,3,5,7,8,9.10
3.1, 3.2,
3.3, 3.4,
3.5, 3.6,
3.7, 3.8,
5.9
3b,c,d,e,
f,g,h;
5g, h, i
7d
CC5S3 CC7S1,2
CC10K1
CC10S6,8,9,10,
11
GC10K2,4
4.1-4.4
4a-e
5c,f
GC4S1 GC4S6
GC4S7 CC5S4
CC5K2 CC5K3
CC5S1 CC5S5
CC5S10 GC7K1
5.1, 5.2,
5.3
• Description of role
in preparing students,
and accommodations
Analysis of results
Progress Monitoring
• Description of role
• Graph of data over
12
• Analysis of data
5. Collabor.
Collaboration with
develop and
Content Area
implement
Teachers
instruction in • Student/group
a content
description
area.
• Instructional
arrangement, role
• Objectives
• Lesson Plans
6. Structure
Schedule and
activities to
Structure of
maximize
Instruction
students' time • Schedule and
and proactive service provided*
managemt.
• School wide
procedures.
expectations *
• Class expectations
• Self-analysis of
instruction
Colorado
PBSCT
11
Colo.
Generali
st
5a,b,c
INTASC
NETS
1
2
3
4
5
6
7
1
2
3
4
5
6
7
7
COE
Conceptual
Framework
1 (b, c)
2(a,b,c)
3(a,b,c)
5(ii)
1 (b, c)
2(a,b,c)
3(a,b,c)
4(i)
1(a,b,c)
2(a,b,c)
3(a,b,c)
5(ii)
1(a,b,c)
2(a,b,c)
3(a,b,c)
7
1, 2
3, 4
5, 6
7, 9
1
2
3
4
4(ii)
5(ii),
(iii)
1(a,b,c)
2(a,b,c)
3(a,b,c)
1(a,b,c)
2(a,b,c)
3(a,b,c)
7. Develop
and
implement
instruction in
social skills
Social Skills
Instruction
• Group/Student
description
• Instructional
arrangement
• Objectives
• Lesson plans
Functional Behavior
Assessment and
Behavior
Intervention Plan
• Analysis of current
FBA and BIP
Use of AT for
Access to General
Education Content
• Use and support AC
or AT to enhance
students access
IEP Development
and Implementation
• Complete electronic
IEP
• Schedule, plan and
run an IEP,
• IEP goal progress
monitoring and
quarterly reports
Responding to
Learners’
Uniqueness
• Description of range
of teaching
techniques
GC1K2
CC4S2-5,9 CC5K5
CC7S6-14
GC7K1
GC7S1,8
GC8S5
5.7;
6.1,6.2,6.3
,6.6; 8.2
5a,b,c,e,
g,i; 8b
1
2
3
4
CC1K2 GC1K2
GC4S9 CC7S4
CC8S2 CC8S5
GC8S1
3.3, 5.9
5a,b,i
4
1(a,b,c)
2(a,b,c)
3(a,b,c)
GC3S1 GC4S12
GC5S1
CC7S4,5
CC8S2,5
3.3, 5.9,
3.6, 5.7;
6.1, 6.2,
6.3, 6.6
3c,
5a,e,i
1(a,b,c)
2(a,b,c)
3(a,b,c)
CC1K4-5 GC1K1
CC3K2 CC4S6
GC5S2 GC4S8
CC5S8 GC7K2
CC8S1,2, 6-8,10
CC9S4-6, CC10K2
CC10S1-6, GC9K2
3.3, 5.8,
5.9; 6.5,
6.7; 7.3,
7.4; 8.3,
8.2
3c; 5e,i
; 5i; 6c;
6d,e,f;
7b,c
8a,b
1
2
3
4
6
7
1
2
3
6
GC1K5 CC2K2
CC2K5 CC2K6
CC3K5
CC4S1-5
GC4K1,3,5
GC4S1,3,6,7,11- 13
4.3, 5.3,
5.4; 6.1,
6.2, 6.3,
6.4, 6.5,
6.6, 6.7
4c, d;
5a,c, d,
e, f, g
6a, b, c,
d,
Communication and
Collaboration
• Collaboration with
school team and
parents
• Management of
instruction with
paraprofessionals
13.Use
Use of Technology
technology to for Variety of
enhance
Educational
student
Purposes
learning
• Use of technology
• Instruction and data
collection
• IEP and Assessment
14. Model,
Modeling and
and develop
Developing
in students,
Appropriate
professional
Behaviors and
dispositions.
Professional
Dispositions
CC1K1-4,7 CC3K4
CC5S15 CC7K5
CC7S1-3 GC9S2
CC10S1-11
GC10S2
5.6, 5.8,
5.9; 7.3,
7.4
GC4S7 CC7S9
GC7S4 CC8S3
CC9K1 -4 CC9S1-9,
11
8. Analyze a
FBA and
Behavior
Interv. Plan
9. Instruction
for students
with
significant
support
needs
10.
Demonstrate
proficiency
in the IEP
process
11. Employ
range of
teaching
techniques
12.
Communicat
e and work
collaborative
-ly
12
2(i,ii)
5(ii,iii
)
1(a,b,c)
2(a,b,c)
3(a,b,c)
4(ii)
5(iii)
1(a,b,c)
2(a,b,c)
3(a,b,c)
1
2
3
4
5
6
4(i)
5(iii
1(a,b,c)
2(a,b,c)
3(a,b,c)
2;
4a,b.c,d,
e;
5a,b,c,f,
h,i; 6d;
7a,b
5
4(i)
5(iii)
1(a,b,c)
2(a,b,c)
3(a,b,c)
7.1, 7.2,
7.3, 7.4,
7.5
7a, b, c,
d, e
5
2(i)
6(i)
1(a,b,c)
2(a,b,c)
3(a,b,c)
8.1, 8.2.
8.3, 8.4
8a, b, c
8
9
1(a, b,c)
2(c)
3(c)
• Lesson plans and
delivery
• Professional
Disposition forms
15. Selfevaluate,
participate in
professional
development
Self-Reflection
• Professional
Development Plan
• Reflection Journal*
CC9K4,9,11,12
CC9S7,9,11,12
8.5
8e
8
9
5(i)
* Teacher candidates can access descriptions of all standards on the COE website
References
UCCS Special Education Student Teaching and Internship Competency Portfolio Samples
Colorado Academic Standards
Colorado Performance Based Standards for teachers
Colorado Special Education Generalist Competencies
Colorado Recommended IEP form
Council for Exceptional Children Standards
13
1(a,b,c)
2(a,b,c)
3(a,b,c)
Student Teaching Competencies
Aligned with Colorado Special Education Generalist Standards (Revised 7/08)
Student Teacher / Intern _____________________________ Semester/Year ________________
School and Grade Level _________________________________________________________
University Supervisor ____________________ Cooperating Teacher
_____
Circle one:
Student Teaching
Internship
_____
Plan
Standards and Competencies
Circle one
I. Standard – Literacy Knowledge and Instruction
Student
Teaching
and
Internship
1. Develop and implement instruction in reading and writing.
(Completed during both Student Teaching and Internship
Evaluation
Student
Teacher
Coop.
Teacher
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
• Student description
• Instructional arrangement description
• Initial assessment results
• Instructional objectives and Colorado Academic Standards
• 3 Lesson Plans (scripted - see lesson plan format)
• Data collection and analysis (minimum of 4 weeks of data)
• Lesson Delivery - University Supervisor Observation Forms
II. Standard – Math Knowledge and Instruction
Student
Teaching
or
Internship
2. Develop and implement instruction in math.
(Completed during either Student Teaching or Internship)
• Student description
• Instructional arrangement description
• Initial assessment results
• Instructional objectives and Colorado Academic Standards
• 3 Lesson Plans (scripted - see lesson plan format)
• Data collection and analysis (minimum of 4 weeks of data)
• Lesson Delivery - University Supervisor Observation Forms
III. Standard – Assessment, Standards, Strategies, &
Accommodations
Collect, interpret, communicate, and data to inform instruction.
Student
Teaching
3. Participate in School-wide General Education Assessment (TCAP/CoAlt)
• Description of role in preparing students, conducting assessments, and
implementing accommodations (IEP and instructional)
• Analysis of results: instructional implications and IEP recommendations
Student
Teaching
4. Participate in Progress Monitoring in general education curriculum such as
DIBELS
• Description of role in assessments
• Graph of data over 12 weeks including goal, aim line, trend line, and
interventions lines
• Analysis of data (3 times) including description of intervention changes if
necessary
14
IV. Standard – Content Area Knowledge Collaborative
Instruction & Accommodations
Student
Teaching
5. Collaboratively develop and implement instruction in a content area in a
general education environment.
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
Y N
• Student/group description
• Instructional arrangement including description of role in collaboration
• Instructional objectives and Colorado Academic Standards
• Lesson Plans (Outline-see lesson plan format)
V. Standard – Classroom & Instructional Management
Student
Teaching
and
6. Structure and schedule activities to maximize students' engaged time and
employ proactive discipline and appropriate behavior management
procedures.
(Completed during both* Student Teaching and Internship)
Internship
Student
Teaching
• Schedule and service provided*
• Copy of school wide behavioral expectations and discipline policies*
• List of classroom rules and expectations with description of positive
consequences, problem behaviors, and procedure for problem behaviors*
• Video tape and analyze instructional behaviors and classroom routines and
review with Cooperating Teacher
• Lessons Plans (from instructional programs in other competencies)*
• Lesson data (from instructional programs in other competencies)*
• University Supervisor Observation Forms (other competencies)*
7. Develop and implement instruction in social skills.
(Targeted level of instruction)
• Student description
• Instructional arrangement description
• Initial assessment results
• Instructional objectives and Colorado Academic Standards
• 3 Lesson Plans (scripted - see lesson plan format)
• Data collection and analysis (minimum of 4 weeks of data)
• Lesson Delivery - University Supervisor Observation Forms
Student
Teaching
8.
Analyze Functional Behavior Assessment and IEP-Behavior Intervention
Plan
• Analysis of current FBA and BIP including activities such as reevaluation of
strategies, completing student-directed FBA, data collection, etc.
Student
Teaching
9.
Implement instruction with a student with significant support needs.
Develop and implement either a low tech or high tech Augmentative
Alternative Communication (AAC) Strategy or the use of low tech or high
tech Assistive Technology (AT)
• Student description
• Instructional arrangement description
• Initial assessment results
• Identify the AAC or AT
• Instructional objectives and Colorado Academic Standards
• Analysis of results
3 Lesson Plans (scripted - see lesson plan format)
• Lesson Delivery - University Supervisor Observation Forms
15
VI. Standard – Individualization of Instruction
Student
Teaching
10. Demonstrate proficiency in the IEP process.
Y N
For Student Teaching
• Complete electronic IEP
Internship
• Present level of performance (baseline information for the goals)
• Goals and objectives – standards based, measurable, linked to
assessments, linked to ongoing performance measures
• For students 15 years old, include transition information: post secondary
goals, related annual goals, assessments, and course of study
• Behavior intervention plan
• CSAP accommodations or Consideration for CSAP Alternate Checklist
• Background information gathered for IEP
• Information from family, student, and general education teachers
• Complete a strengths and strategies profile and share it at the IEP or
an informal meeting with parents
• For Initial –child study, strategies tried, referral process, testing
• For Triennial – testing, classroom data
• For Transfer – information from old school
• For Annual – progress monitoring
• Organization
• Schedule for IEP activities
• Plan and run an IEP meeting, involving student as much as possible
including supporting the student leading the meeting
• IEP goal progress monitoring and quarterly reports to parents (Related
to lessons competencies 1, 2, 7, or 9 and assessment competency 4)
For Internship:
• Review the IEP if available.
• Monitor progress on student performance on target area for student
and prepare summer program’s report for the school year general
education teacher (Related to lessons competencies 1, 2, 7, or 9 and
assessment competency 4)
Y N
Student
Teaching
Y N
Y N
Y N
Y N
11. Employ range of teaching techniques and assist in design and modification
of instruction to meet student needs including students from diverse
cultures, with exceptional learning needs, and English-language learners.
and
These should follow the Universal Design Process and include an
examination of the content, process, and product of each lesson taught.
Internship
(Completed during both Student Teaching and Internship)
• Paragraph describing use of a range of teaching techniques
• Lesson plans and delivery from competencies 1, 2, 5, 7, 9
Student
Teaching
12. Communicate in an effective, professional manner and work collaboratively
with parents, staff, administrators, students, and related service personnel.
(Completed during both* Student Teaching and Internship)
and
Internship
• Collaboration with general education teachers and school team
• Evidence of collaboration (from competency 5 or other lesson plans)
• Management of instruction and daily procedures with paraprofessionals
• Evidence of how paraprofessionals are scheduled and receive information
• Evidence of instructional materials and progress monitoring methods
designed for paraprofessionals
• Communication and consultation with parents and related service providers
• Contact logs or means of communication*
• 2 Program visit summaries (On-the-job student teaching only)
16
VII. Standard – Knowledge of Technology
Student
Teaching
and
Internship
13. Use technology to enhance student learning including instructional
Y N
technology, assistive technology, student technology use, technology use for
student assessment, communication, and managing education plans.
(Completed during both Student Teaching or Internship)
Y N
• Paragraph describing use of a technology
• Lessons plans and data collection (From Competencies 1, 2, 5, 7, 9)
• IEP and communication (From Competency 10)
• Assessment (From Competencies 3, 4)
VIII. Standard – Democracy, Educational Governance &
Careers in Teaching
Student
Teaching
and
Internship
Student
Teaching
and
Internship
14. Model, and develop in students, democratic ideals, appropriate behaviors,
and community involvement.
(Completed during both Student Teaching and Internship)
Y N
Y N
Y N
Y N
• Lesson plans and delivery and data collected (From Competencies 1, 2, 7)
• Professional Disposition forms
15. Self-evaluate performance and participate in professional development.
(Completed during both * Student Teaching and Internship)
• Professional Development Plan
• Reflection Journal*
Signatures and Dates for Elementary or Secondary (circle one)
_______________ _______________ _______________ ________________
Student Teacher
Cooperating Teacher
Principal
University Supervisor
______________
Date
_______________ _______________ ________________
Date
Date
Date
17
Student Teaching Generalist Competencies by Experience
STUDENT TEACHING
1 Reading/writing instruction
INTERNSHIP
1 Reading/writing instruction
2 Math instruction
(preferably completed in Student Teaching)
2 Math instruction
(preferably completed in Student Teaching)
3 Assessment CSAP
4 Progress Monitoring
5 Content Area instruction/collaboration
6 Structure activities, etc.
6 Structure activities, etc.
7 Social skills instruction
8 FBA & Behavior Intervention Plan
9 Instruction with students with significant
support needs - AAC/AT Lesson
(preferably completed in Student Teaching)
9 Instruction with students with significant
support needs - AAC/AT Lesson
(preferably completed in Student Teaching)
10 IEP Process
10 IEP – goal monitoring and reporting only
11 Range of teaching techniques
11 Range of teaching techniques
12 Communication
12 Communication
13 Use of Technology
13 Use of Technology
14 Democratic ideals & professional
dispositions
14 Democratic ideals and behaviors
& Dispositions
15 Self-evaluate
15 Self-evaluate - journal only
18
UCCS
GENERALIST Special Education
Student Teaching/Internship Final Grade
Name ______________________________
University Supervisor__________________
School _____________________________
Semester/ Year______________________
University Supervisor Observation Score
Average of Instructional Competencies
(depending on competencies completed this semester)
4=100% 3.68=92%
3.28=82%
2.88=72%
2.4=60%
Reading Lesson Observation Score (Comp. 1)
Math Lesson Observation Score (Comp. 2)
Social Skills Lesson Observation Score (Comp. 8)
Instruction with Students with Sign. Support Needs
Observation Score (Comp. 9)
_________
Cooperating Teacher and Principal Evaluations
Average of Last 2 Formative and Summative Evaluations & Principal Eval.
4=100% 3.68=92%
3.28=82%
2.88=72%
2.4=60%
Second Formative Evaluation Score
Third Formative Evaluation Score
Summative Evaluation Score
Principal Evaluation Score
Portfolio Evaluation and Demonstration of Standards
Rubric Score
4=100% 3.68=92%
3.28=82%
2.88=72%
1. Reading Instruction
2. Math Instruction
3. TCAP/CoAlt Participation
4. Progress Monitoring
5. Collaboration
6. Classroom Structure & Behavior Managemt
7. Social Skill Instruction
8. Functional Beh Assessmt. & Beh Int. Plan
9. AAC or Assistive Tech w/students with SSN
10. IEP Process
11. Range of Teaching Techniques
12. Communication and Collaboration
13. Use of Technology
14. Democratic Ideals & Professional Dispositions
15. Self-Evaluation & Professional Dev. Plan
16. Overall Notebook Organization
Average
(20% grade)
Average
(40% of grade)
2.4=60%
Average
(30% of grade)
Seminar Attendance and Participation
Score
(10% of grade)
FINAL LETTER GRADE
FINAL
SCORE_____________
_____________
FEEDBACK FROM UNIVERSITY SUPERVISORS, SCHOOL PERSONNEL, PROGRAM FACULTY,
AND TEACHER CANDIDATES PROMPT PERIODIC ADJUSTMENTS TO THE RUBRIC.
19
STANDARD I: Competency 1 – Reading Instruction Requirements
Develop and implement instruction in reading and writing. Data is collected on one student. Academic
instruction is delivered to a small group of students.
Competency 1 – Reading Instruction Requirements and Standards Rubric
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is not knowledgeable about
student literacy
demonstrated by planning
and implementing
instruction based on ongoing assessment.
Instruction doesn’t
includes the five
components of reading,
spelling, punctuation,
sentence structure, is
based on effective
research-based strategies
and approaches, and
matches students’
strengths and needs.
Is somewhat
knowledgeable about
student literacy
demonstrated by planning
and implementing
instruction based on ongoing assessment.
Instruction somewhat
includes the five
components of reading,
spelling, punctuation,
sentence structure, is
based on effective
research-based strategies
and approaches, and
matches students’
strengths and needs.
Is knowledgeable about
student literacy
demonstrated by
planning and
implementing
instruction based on ongoing assessment.
Instruction mostly
includes the five
components of reading,
spelling, punctuation,
sentence structure, is
based on effective
research-based
strategies and
approaches, and
matches students’
strengths and needs.
Substantial
requirements are
missing for
demonstration of this
competency.
Criterion not met on
most items even with
assistance.
Many requirements are
missing for
demonstration of this
competency.
Criterion not met on
many items or much
assistance was
needed to meet
criterion.
Contains most necessary
items with some
assistance needed to
meet expectations of
quality and quantity.
20
Advanced
92-100% (3.68 – 4.00)
Is VERY knowledgeable
about student literacy
demonstrated by planning
and implementing
instruction based on ongoing assessment.
Instruction includes the five
components of reading,
spelling, punctuation,
sentence structure, is based
on effective research-based
strategies and approaches,
and matches students’
strengths and needs.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
Reading Lessons and Background Information
Develop and implement instruction in reading and/or writing including all five components of reading. Instruction is
delivered to a small group of students. Complete the background information and collect data on one student.
1. Student description
Provide information about the student including age; grade; relevant background information including learning styles and
performance modes, language and communication, culture, family and community values, behavior, social information.
Clearly describe the student’s strengths and the type of academic problems the student displays.
Identify if the student needs something different from the general instruction and why.
2. Instructional arrangement description
Describe instructional session (frequency and length) and instructional setting (where, number of students). Describe the
group and differentiated instruction provided for students in the group.
3. Initial assessment results
List the reading skills assessed. Analyze the results and report error analysis. Relate to IEP goals and data.
Write a summary to describe the skills the student demonstrated or did not demonstrate.
4. Unit Instructional Objectives, Colorado Academic Standards, and Special Education
Generalist Standards
List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons.
Include the student’s IEP goal related to this instruction.
Describe the general education reading instruction, the instruction the student receives there and how your instruction relates
to what is required in the general education classroom.
Write an instructional objective for the most critical reading component that the student will meet at the end of the
instructional program, based on your assessment results, the standard, and the student’s IEP.
Include conditions, behavior, and performance criteria.
5. Unit Data collection and analysis on one area of focus
Describe how data will be collected to see if student is progressing towards meeting objective.
Collect at least 4 weeks of data for student teaching and 3 weeks for internship. Organize data to show student performance
such as on graphs.
Summarize data in relation to the objective.
6. Materials
Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included.
7. Write 3 Scripted or Detailed, Consecutive Lesson Plans
Arrange for your university supervisor to observe at least one of these lessons.
Within the instruction include the five reading components: phonemic or morphological awareness, phonics, vocabulary,
fluency, and comprehension.
When planning, address individual strengths, learning needs, language and / or cultural differences in the lessons using the
following: Universal Design for Instruction, Differentiation – variety of strategies used,
Accommodations / Modifications needed for individual students (e.g., multisensory activities, technology and/or assistive
technology, and learning and self-management strategies.)
Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs.
Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled
lesson observation so that the university supervisor will have a chance to review and offer suggestions as needed.
21
LESSON PLAN TEMPLATE
LESSON 1
(NOTE: These components do not need to be taught in this order. You may use your own lesson format or a lesson
from a published curriculum. You need to be sure to include and identify these components in the lessons. Be sure to
explain how your instruction is aligned with the instruction the student is receiving in their general education class.)
Phonemic or Morphological Awareness
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Phonics
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Vocabulary
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Reading Fluency
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Comprehension
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
LESSON 2
Phonemic or Morphological Awareness
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Phonics
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Vocabulary
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Reading Fluency
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Comprehension
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
22
LESSON 3
(NOTE: These components do not need to be taught in this order. You may use your own lesson format or a lesson
from a published curriculum. You need to be sure to include and identify these components in your lessons.)
Phonemic or Morphological Awareness
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Phonics
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Vocabulary
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Reading Fluency
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
Comprehension
Include Behavior Expectations, Focus, Review / Preparation for Content, Modeling and Guided Practice, Independent
Practice/ Evaluation Method / Data to be collected,
23
Reading Instruction Observation (Revised 8/8/10)
Student Teacher/Intern:
Date:
Program:
Performance Profile
Behavior Management
Phonemic or Morphological Awareness
Phonics
Score
_____
_____
_____
Score
Vocabulary
_____
Fluency
_____
Comprehension _____
Observer:
Average Score
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Behavior Management
Comments
Target
Expectations are stated in positive
manner.
Score
Treats students with respect, shows
interest in students
Monitors student behavior and ensures all
students are on task and engaged.
Deals with problem behaviors
appropriately.
Provided specific reinforcement to
students meeting behavior expectations.
Ratio of positive to negative comments
and actions is at least 4 to 1
Score= Average
Did well:
Work on:
24
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
2.88 – 3.27= Partially Proficient (72-81%)
2.87 or below = (71% or below)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level for student teaching.
Student teacher /intern’s performance needs improvement to reach an acceptable
level.
Student teacher /intern’s performance is not acceptable and significant
improvement is needed.
Phonemic Awareness or Morphological Awareness
Comments
Target
Clear phonemic awareness (speech
sounds) or morphological awareness
(including affixes) focus using blending,
segmenting, identification or deletion tasks
Appropriate task difficulty and instruction
is clearly based on assessment or
performance data (i.e., choice and number
of phonemes or morphemes); appropriate
separation of potentially confusing
concepts
Clear statement of focus or section
objective. Reviews and prepares students
for practice activity or new learning.
Score
Uses specific and concrete modeling of
task; students know exactly what is
expected.
Students given ample opportunities to
respond / practice targeted skill;
appropriate duration for guided practice;
teacher talk is judicious
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement and
needed accommodations; corrects errors in
manner to promote learning and uses
student performance information to adjust
instruction.
Provides ample time for independent
practice and data collection is evident.
Score= Average
Did well:
Work on:
25
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Phonics: Decoding or Spelling
Comments
Did well:
Work on:
26
Target
Clear focus on decoding or spelling
individual words (i.e., grapheme-phoneme
correspondence, structural analysis, or
spelling rules
Appropriate task difficulty and instruction
is clearly based on assessment or
performance data (i.e., choice and number
of words and patterns); appropriate
separation of potentially confusing patterns
Clear statement of focus or section
objective. Reviews and prepares students
for practice activity or new learning.
Uses specific and concrete modeling of
task; students know exactly what is
expected.
Students given ample opportunities to
respond / practice targeted skill;
appropriate duration for guided practice;
teacher talk is judicious
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement and
needed accommodations; corrects errors in
manner to promote learning and uses
student performance information to adjust
instruction.
Provides ample time for independent
practice and data collection is evident.
Score
Score= Average
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Vocabulary
Comments
Did well:
Work on:
27
Target
Clear focus on vocabulary (oral or written)
meaning of important words or affixes,
multiple and /or related meanings, idioms,
metaphors
Appropriate task difficulty and instruction
is clearly based on assessment or
performance data (i.e., choice and number
of word)
Clear statement of focus or section
objective. Reviews and prepares students
for practice activity or new learning.
Uses specific and concrete modeling of
task; students know exactly what is
expected.
Students given ample opportunities to
respond / practice targeted skill;
appropriate duration for guided practice;
teacher talk is judicious
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement and
needed accommodations; corrects errors in
manner to promote learning and uses
student performance information to adjust
instruction.
Provides ample time for independent
practice and data collection is evident.
Score
Score= Average
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Reading Fluency: long or short passages
Comments
Did well:
Work on:
28
Target
Clear focus on fluency (i.e., punctuation,
prosodic features - rhythm, intonation,
phrasing) at the phrase, sentence, or text
levels.
Appropriate text difficulty and instruction is
clearly based on assessment or performance
data (i.e., student has few or no decoding
errors); appropriate length, no potentially
confusing concepts)
Clear statement of focus or section
objective. Reviews and prepares students
for practice activity or new learning.
Uses specific and concrete modeling of
task; students know exactly what is
expected.
Students given ample opportunities to
respond / practice targeted skill; appropriate
duration for guided practice; teacher talk is
judicious
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement and
needed accommodations; corrects errors in
manner to promote learning and uses
student performance information to adjust
instruction.
Provides ample time for independent
practice and data collection is evident.
Score
Score= Average
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Comprehension: oral and reading
Comments
Did well:
Work on:
29
Target
Clear comprehension strategy taught or
practiced (e.g., story structure maps,
sentence elaboration, graphic organizers, KW-L, generating questions, main
idea/details, inference, sequencing,)
Appropriate text difficulty and instruction is
clearly based on assessment or performance
data (i.e., student has few or no decoding
errors) appropriate task difficulty (i.e.,
phrase, sentence, paragraph) no potentially
confusing concepts
Clear statement of focus or section
objective. Reviews and prepares students
for practice activity or new learning.
Uses specific and concrete modeling of
task; students know exactly what is
expected.
Students given ample opportunities to
respond / practice targeted skill; appropriate
duration for guided practice; teacher talk is
judicious
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement and
needed accommodations; corrects errors in
manner to promote learning and uses
student performance information to adjust
instruction.
Provides ample time for independent
practice and data collection is evident.
Score
Score= Average
____
Student Teacher/Intern Reflection
What went well in the lesson?
What would you change?
Were all students engaged in the lesson?
Did all students meet the lesson objective? What evidence/data support this?
30
STANDARD II: Competency 2 – Math Instruction Requirements
Develop and implement instruction in math. Data is collected on one student. Academic instruction is
delivered to a group of students.
Competency 2 – Math Instruction Requirements and Standards Rubric
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is not knowledgeable about
math and math instruction
and not able to assist
content-area teachers in
developing students’ math
knowledge and skills.
Is somewhat knowledgeable
about math and math
instruction and able to assist
content-area teachers in
developing students’ math
knowledge and skills.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with
assistance.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Is knowledgeable about
math and math instruction
and is able to assist
content-area teachers in
developing students’
math knowledge and
skills.
Is VERY knowledgeable
about math and math
instruction and is very
much able to assist contentarea teachers in developing
students’ math knowledge
and skills.
Contains most necessary
items with some assistance
needed to meet
expectations of quality and
quantity.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
31
Advanced
92-100% (3.68 – 4.00)
Lesson Plan Guide - Using Universal Design for Instruction and Effective Teaching Cycle
Lesson Planning
Instruction is guided by a preplanned curriculum.
1.
2.
2.
3.
4.
6.
7.
8.
Identify critical content: facts, concepts, events, and related details.
Consider students’ language and cultural differences, learning styles, strengths, and differences.
Identify the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed.
Write instructional objectives, statements of specific learner outcomes. Differentiate to match students’
strengths and needs.
Establish criteria for student mastery and student evaluations, product. (i.e. exams, quizzes, assignments)
Differentiate to match students’ strengths and needs.
Decide on the process: strategies, procedures and differentiated activities to engage all students, e.g., direct
instruction, reading assignments, small group activities. Differentiate to match students’ strengths and
needs.
Develop content enhancements, accommodations, or content modifications to meet all students’ strengths
and needs.
Identify materials needed.
Review/Learning Set
Teachers help students get ready to learn and build instructional momentum.
Students are engaged and make lots of correct responses.
1.
2.
3.
4.
5.
Review prerequisite information and skills.
Check students’ understanding/mastery of prerequisite skills.
Connect previous lessons to current lesson.
State lesson objectives, rationale for teaching the lesson, student expectations.
Provide starter activity to create student interest and motivation.
Presentation of New Material and Guided Practice
Content is presented in small steps with student performance checks.
Students are acquiring skills and activity responding.
1.
2.
3.
4.
5.
6.
Present information in small, sequential chunks.
Engage all students (i.e., 4 opportunities per minute).
Use specific and concrete modeling and error correction procedures.
Provide sufficient examples and nonexamples.
Check frequently for student understanding, collect data to ensure students reach 80% accuracy.
Provide immediate feedback after student responses. Reteach in necessary.
Independent Practice
Students build fluency and generalize skills to novel situations.
1.
2.
3.
4.
5.
6.
Develop activity to measure students’ understanding of lesson – evidence students’ met the instructional
objective.
Provide clear instructions and a description of student expectations.
Provide practice opportunities before students work independently.
Develop expansion activities.
Actively monitor student progress, reteach as necessary.
May be individual and small cooperative learning activities.
Evaluation
Evaluate lesson plans (i.e., objectives, presentation, materials, activities, and student progress).
1.
2.
3.
Evaluate lesson based on student performance. Write notes for future use and revisions. This is how you
improve your teaching skills.
Evaluate student progress and adjust teaching.
Plan for additional teaching when students require it.
32
1. Student description
Math Lesson Plan and Background Information
Provide information about the student including age; grade; relevant background information including learning styles and
performance modes, language and communication, culture, family and community values, behavior, social information.
Clearly describe the student’s strengths and the type of academic problems the student displays.
Identify if the student needs something different from the general instruction and why.
2. Instructional arrangement description
Describe instructional session (frequency and length). Instructional setting (where, number of students). Describe the group
and differentiated instruction provided for students in the group.
3. Initial assessment results
List the skills assessed. Analyze the results and report error analysis. . Relate to IEP goals and data.
Write a summary to describe the overall math skills the student demonstrated or did not demonstrate.
4. Unit Instructional Objectives, Colorado Academic Standards, and Special Education
Generalist Standards
List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons.
Include the student’s IEP goal related to this instruction.
Describe the general education math instruction, the math instruction the student receives in the general education class and
how your instruction relates to the general education instruction.
Write an instructional objective for the most critical math skill the student will meet at the end of the instructional program,
based on your assessment results, the standard, and the student’s IEP.
Include conditions, behavior, and performance criteria.
5. Unit Data collection and analysis on one area of focus
Describe how data will be collected to see if student is progressing towards meeting objective.
Collect at least 4 weeks of data for student teaching and 3 weeks for internship. Organize data to show student performance
such as on graphs.
Summarize data in relation to the objective.
6. Materials
Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included.
7. Write 3 Scripted or Detailed Lesson Plans
Arrange for your university supervisor to observe at least one of these lessons.
Within the instruction for each lesson include the following parts: Focus, Review, New Content and Guided Practice,
Independent Practice.
When planning, consider individual strengths, learning needs, language and / or cultural differences and address these in the
lessons using the following:
Universal Design for Instruction,
Differentiation – variety of strategies used,
Accommodations / Modifications needed for individual students
(e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.)
Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs.
Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled
lesson observation so that the university supervisor will have a chance to review and offer suggestions as needed.
33
LESSON PLAN TEMPLATE
LESSON 1
Behavior Expectations, Lesson Objective
Review / Preparation for New Content
New Content – Guided Practice
Independent Practice/ Evaluation Method / Data to be collected
LESSON 2
Behavior Expectations, Lesson Objective
Review / Preparation for New Content
New Content – Guided Practice
Independent Practice/ Evaluation Method / Data to be collected
LESSON 3
Behavior Expectations, Lesson Objective
Review / Preparation for New Content
New Content – Guided Practice
Independent Practice/ Evaluation Method / Data to be collected
34
Academic and Social Skills Observation (Revised 7/14/11)
Student Teacher/Intern:
Date:
Subject:
Program:
Observer:
Performance Profile
Score
Score
Lesson Planning
_____
Review Set
_____
Independent Practice
Academic Feedback
& Monitoring
New Content
_____
Interaction & Behavior Managemt _____
_____
_____
Average _____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
I. Lesson Planning
Comments
Target
A. Lesson plans include measurable instructional
objectives, stating specific learner outcomes that are
related to standards and based on assessment.
Score
B. Student evaluation and criterion for student
mastery are included in lesson. Evaluations and
criteria relate to the instructional objectives.
C. Critical facts, events, process are identified and
included in the lesson.
D. Includes all necessary lesson parts.
E. Demonstrates knowledge of universal design. A
variety of strategies and differentiated activities,
related to the objectives, appropriate and motivating
for the class, are included in the lesson.
F. Content enhancements, needed accommodations,
or modifications are identified in the lesson to
match students’ strengths, needs, home and
community experiences, and cultural heritage.
Score= Average
Did Well:
Work On:
35
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
I. Review Set
Comments
End time_____
Start time_____
Percent of time_____
Target
A. Started on time and spent appropriate time
(approximately 20-30% of lesson)
Score
B. Used materials appropriate for the content
and matched students’ interests, skills, and
learning styles. Materials were organized and
managed effectively.
C. Reviewed prerequisite information and skills
necessary for the lesson and appropriate for
students and provided starter activity to create
student interest and motivation.
D. Provided procedure to check understanding
and initiated new material when students met
criteria (approximately 90% accuracy based on
data collection)
E. Encouraged student response and
engagement with at least 4 individual or group
responses per minute and 90% of group were
engaged in lesson.
Score= Average
Response Opportunities Sample: (Circle one)
Opportunities per minute
% Correct _____
2:00 min.
3:00 min.
% followed by descriptive praise
Correct responses
Followed by Specific Not Followed by
Praise
Praise
Group response
Individual response
Did Well:
Work On:
36
____
__
Incorrect Responses
Followed by Error Not followed by
Correction
Error Correction
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
II. New Content and Guided Practice
Comments
End time_____
Start time_____
Percent of time_____
Target
Score
A. Stated the instructional objective and
provided rationale. Provided link to previous
lessons and students’ experiences.
B. Instruction was organized, presented
accurately and effectively, with effective
transitions and differentiated for individuals as
needed.
C. Used effective instructional examples,
directions, questioning techniques, feedback,
and error correction resulting in correct
response.
D. Pacing was appropriate for students and
adjusted based on student response. Spent
appropriate amount of time on new content
(approximately 50-80% of the lesson)
E. Performance checks were provided at each
step with evidence of data collected. Lesson
adjusted, if needed, based on student response.
F. Students were engaged in the lesson
(approximately 4 responses per minute)
Score= Average
Response Opportunities Sample: (Circle one)
Opportunities per minute
% Correct _____
2:00 min.
3:00 min.
% followed by descriptive praise
Correct responses
Followed by Specific Not Followed by
Praise
Praise
Group response
Individual response
Did Well:
Work On:
37
____
__
Incorrect Responses
Followed by Error Not followed by
Correction
Error Correction
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
III. Independent Practice
Comments
End time_____
Start time_____
Percent of time_____
Target
A. Provided activities to measure student
learning, differentiated to accommodate student
differences.
Score
B. Described the assignment, included criteria
and completion time.
C. Interacted with all students and checked for
student understanding
D. Activity evaluated whether students met the
objective.
E. Spent appropriate time on activity
F. Students were actively engaged in the
activity.
Score= Average
Did Well:
Work On:
38
____
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
IV. Academic Feedback and Monitoring
Comments
Target
A. Reacted to errors appropriately such as, with
a correction and student independent response
or with appropriate questioning and guidance.
B. Used contingent or descriptive praise for
academic responses specified in the objectives.
C. Conducted formal evaluation of the lesson.
Evidence of criteria for scoring student work
and data collected.
D. Alignment between objectives, lesson
content and evaluation.
Score= Average
Score
Target
A. Expectations were stated in positive
manner.
Score
_____
Did Well:
Work On:
V. Behavior Management
Comments
B. Has established positive relationships,
showed interest in students
C. Monitored student behavior and ensures all
students are on task and engaged.
D. Dealt with problem behaviors appropriately.
Provided specific reinforcement to students
meeting behavior expectations. Ratio of
positive to negative comments and actions is at
least 4 to 1
Score= Average
Did Well:
Work On:
39
_____
Student Teacher/Intern Reflection
What went well in the lesson?
What would you change?
Were all students engaged in the lesson?
Did all students meet the lesson objective? What evidence/data support this?
40
STANDARD III: Competency 3 – Participate in School-wide General Education Assessment
(TCAP/CoAlt) (Completed during Student Teaching)
1. Description of your role in:
• Preparing students,
• Conducting assessments,
• Implementing accommodations (IEP and instructional)
Include how decisions were made regarding which accommodations to use, the data
considered, and how the accommodation was used during classroom instruction.
2. Analysis of results
• Choose one student. Review the student’s most recent CSAP/TCAP or CSAP-A/CoAlt
proficiency levels and scores, where was the score in the distribution - cut score and
standard score. Compare these scores to last year’s scores if available.
• Describe the strengths, areas of growth, and areas for improvement.
• Describe instructional and IEP implications you can draw from these data and other
assessment data you will consider.
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is not knowledgeable about
standards and assessment,
strategies, planning
practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is not able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students
for the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Is somewhat knowledgeable
about standards and
assessment, strategies,
planning practices, and
accommodations to ensure
student learning within a
standards-based curriculum.
Is somewhat able to develop
and use a variety of
assessments to assess the
effects of instruction, plan
instruction and report
results, prepare students for
the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Is knowledgeable about
standards and assessment,
strategies, planning
practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students for
the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Is VERY knowledgeable
about standards and
assessment, strategies,
planning practices, and
accommodations to
ensure student learning
within a standards-based
curriculum. Is very able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students
for the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Contains most necessary
items with some assistance
needed to meet
expectations of quality and
quantity.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
41
Advanced
92-100% (3.68 – 4.00)
STANDARD III: Competency 4 – Participate in Progress Monitoring in general education
curriculum such as DIBELS
(Completed during Student Teaching)
1. Description of role in assessments
2. Graph of data over 12 weeks including goal line, aim line, trend line, and interventions
lines
Analysis of data (3 times) including description of intervention changes if necessary
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is not knowledgeable about
standards and assessment,
strategies, planning
practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is not able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students
for the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Is somewhat knowledgeable
about standards and
assessment, strategies,
planning practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is somewhat
able to develop and use a
variety of assessments to
assess the effects of
instruction, plan instruction
and report results, prepare
students for the CSAP and
ensure instruction is
consistent with Colorado
Model Content Standards.
Is knowledgeable about
standards and assessment,
strategies, planning
practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students
for the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Is VERY knowledgeable
about standards and
assessment, strategies,
planning practices, and
accommodations to ensure
student learning within a
standards-based
curriculum. Is very able to
develop and use a variety
of assessments to assess
the effects of instruction,
plan instruction and report
results, prepare students
for the CSAP and ensure
instruction is consistent
with Colorado Model
Content Standards.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Contains most necessary
items with some assistance
needed to meet
expectations of quality and
quantity.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
42
Advanced
92-100% (3.68 – 4.00)
STANDARD IV: Competency 5 – Collaboratively develop and implement instruction in a
content area in a general education environment. (Completed during Student Teaching)
1.
Student/group description
Provide information about the student(s) such as age, grade, relevant background information.
Clearly describe the type of academic problems the student(s) displays.
2.
Instructional arrangement including description of your role in the collaboration
Describe the content of the instruction (e.g. social studies – reading maps or studying the Civil War).
Describe location of instruction, who provides the primary instruction and your role.
Describe when and how you communicate with the general education teacher.
3. Provide the Sample Lesson Plan for one class period
When planning, consider individual learning needs, language and / or cultural differences, disability and include these in the
lesson components:
Differentiation – variety of strategies used
Accommodations / Modifications needed for individual students
(e.g., multisensory activities, technology and/or assistive technology, and learning and self-management strategies.)
Sample Lesson Plan
Lesson Objective (What should students be
able to do as a result of the lesson?)
Lesson Materials and Resources
Modified Objective for target student(s)?
Materials Accommodations & Modifications?
Homework, Accommodations and /or Modifications
Lesson Activities, Projects,
including differentiation – variety of strategies
Developing
71% ( 2.87) or below
Is not knowledgeable about
general academic content
and able to collaborate with
and assist the general
classroom teacher, other
school personnel, and
families with modifications,
enhancements, and
accommodations, based on
students’ strengths and
needs, so students meet the
content standards. Is not
able to assist in
incorporating literacy and
math into content area
instruction.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is somewhat knowledgeable
about general academic
content and able to
collaborate with and assist
the general classroom
teacher, other school
personnel, and families with
modifications,
enhancements, and
accommodations, based on
students’ strengths and
needs, so students meet the
content standards. Is
somewhat able to assist in
incorporating literacy and
math into content area
instruction.
Is knowledgeable about
general academic content
and able to collaborate
with and assist the
general classroom
teacher, other school
personnel, and families
with modifications,
enhancements, and
accommodations, based
on students’ strengths and
needs, so students meet
the content standards. Is
able to assist in
incorporating literacy and
math into content area
instruction.
Many requirements are
missing for this
competency.
Criterion not met on many
items or much assistance.
Contains most necessary
items with some
assistance needed to meet
expectations.
43
Advanced
92-100% (3.68 – 4.00)
Is very knowledgeable
about general academic
content and able to
collaborate with and assist
the general classroom
teacher, school personnel,
and families with
modifications,
enhancements, and
accommodations, based
on students’ strengths and
needs, so students meet
the content standards. Is
very able to assist in
incorporating literacy and
math into content area
instruction.
Contains all necessary
items with a little
assistance and meets
expectations.
STANDARD V: Competency 6 – Structure and schedule activities to maximize students’
engaged time and employ proactive discipline and appropriate behavior management
procedures.
1. Class schedule
Indicate the location and type of services you provide at different times of the day
2. Copy of the school wide behavioral expectations and discipline policies
3. Class rules and management plan
Classroom Rules
• Stated positively
• Behaviors are observable and concrete
• Reasonable number
Positive Consequences
• Natural consequences were emphasized
Problem Behaviors Were Clearly Stated
Procedures for Problem Behaviors
• Steps for addressing problem behaviors were clearly stated
• A sequence of steps was identified
• Proactive techniques were emphasized
4. Self-analysis of instructional behaviors and classroom routines
Videotape one of your lessons and use the attached Effective Teaching Evaluation Form to
evaluate your teaching. View parts of the videotape with your cooperating teacher to discuss
your teaching performance. This may serve as one of the cooperating teacher observations.
5. Lesson plans and data
These are the lesson plans and data you will provide for your instructional programs in
Competencies 1, 2, 8, 9.
6. Cooperating teacher and University Supervisor observation forms from your
instructional programs in Competencies 1, 2, 8, 9
Developing
71% ( 2.87) or below
Is not knowledgeable
about classroom and
instructional
management and is not
able to demonstrate such
practices as effective
time management,
communication, and
record keeping in
support of increased
student learning.
Substantial requirements
are missing for
demonstration of this
competency.
Criterion not met on most
items even with
assistance.
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is somewhat knowledgeable
about classroom and
instructional management
and is somewhat able to
demonstrate such practices
as effective time
management,
communication, and record
keeping in support of
increased student learning.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed.
Is knowledgeable about
classroom and
instructional
management and is able
to demonstrate such
practices as effective
time management,
communication, and
record keeping in
support of increased
student learning.
44
Contains most necessary
items with some
assistance needed to
meet expectations of
quality and quantity.
Advanced
92-100% (3.68 – 4.00)
Is VERY knowledgeable
about classroom and
instructional
management and is
very much able to
demonstrate such
practices as effective
time management,
communication, and
record keeping in
support of increased
student learning.
Contains all necessary
items with a little
assistance and meets
expectations of quality
and quantity.
Effective Teaching Evaluation Form (ET-EF)
Name: __________________________________________________Date: _______________
Directions: Use this form to evaluate your teaching video and the teaching of an experienced educator. Given
your observation of the lesson, determine if the exemplars below were met and provide specific examples
(evidence) to support your decision. If the exemplar was not met, list any instructional strategies that could be
used in future lessons to help meet the stated exemplar.
1. Academic standards and behavioral expectations are stated
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
2. Effective transitions are evident
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
3. Classroom environment is organized and supports academic engagement
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
4. Instructional planning is evident and materials are organized
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
5. Instructional objectives are stated
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
45
6. Sufficient time is allocated for instruction (review, new content, guided practice, and independent practice)
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
7. Students are given multiple opportunities to respond during instruction and to receive performance feedback
throughout the lesson
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
8. Positive reinforcement is delivered contingent upon targeted academic and social behavior Yes No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
9. Pacing is brisk
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
10. Data is used to guide instructional decisions
Yes
No
Evidence____________________________________________________________________________________
___________________________________________________________________________________________
Strategies___________________________________________________________________________________
___________________________________________________________________________________________
General Comments
Commendations
Recommendations
Randall L. De Pry (2006)—University of Colorado at Colorado Springs
46
STANDARD V: Competency 7 – Social Skills Instruction Requirements
Develop and implement instruction in social skills. Instruction is delivered to a targeted group of
students and data is collected on one student.
Competency 7 – Social Skills Instruction Requirements and Standards Rubric
Developing
71% ( 2.87) or below
Is not knowledgeable about
and able to use researchbased instructional
strategies to promote
appropriate student
behavior and student
acquisition of problem
solving, conflict
resolution, and social
interaction skills.
Substantial requirements
are missing for
demonstration of this
competency.
Criterion not met on most
items even with
assistance.
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is somewhat knowledgeable
about and able to use
research-based instructional
strategies to promote
appropriate student
behavior and student
acquisition of problem
solving, conflict resolution,
and social interaction skills.
Is knowledgeable about and
able to use research-based
instructional strategies to
promote appropriate
student behavior and
student acquisition of
problem solving, conflict
resolution, and social
interaction skills.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Contains most necessary
items with some assistance
needed to meet
expectations of quality and
quantity.
47
Advanced
92-100% (3.68 – 4.00)
Is VERY knowledgeable
about and able to use
research-based
instructional strategies to
promote appropriate
student behavior and
student acquisition of
problem solving, conflict
resolution, and social
interaction skills.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
Teaching Social Competence and Character
Lesson Plan Template
Skill Name _______________________________________________
BEFORE THE LESSON
1. Student description
Provide information about the student including age; grade; relevant background information including learning styles and
performance modes, language and communication, culture, family and community values, behavior, social information.
Clearly describe the student’s strengths and the type of academic problems the student displays.
Identify if the student needs something different from the general instruction and why.
2. Instructional arrangement description
Describe instructional session (frequency and length) and instructional setting (where, number of students). Describe the
group and differentiated instruction provided for students in the group.
3. Initial assessment results - Establish need through assessment and data analysis
Collect and / or review data regarding student’s behavior. These can be observations, data from the school’s PBIS or other
behavior management and tracking systems, interviews. Analyze the results and identify a replacement behavior. Relate
to IEP goals and data.
Write a summary to describe the skills the student demonstrated or did not demonstrate.
4. Unit Instructional Objectives, Colorado Academic Standards, and Special Education
Generalist Standards
List the Colorado P-12 Academic Standards and Special Education Generalist Standards addressed in the lessons.
Include the student’s IEP goal related to this instruction, if the student has one.
Identify how the student will use these skills in a variety of general education or community environments.
Write an instructional objective that the student will meet at the end of the instructional program, based on your assessment
results, the identified replacement skill, the standard, and the student’s IEP.
Include conditions, behavior, and performance criteria.
5. Unit Data collection and analysis on one area of focus
Describe how data will be collected to see if student is progressing towards meeting objective.
Collect 4 weeks of data. Organize data to show student performance such as on graphs.
Summarize data in relation to the objective.
6. Materials
Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included.
7. Write 3 Scripted or Detailed Lesson Plans
Arrange for your university supervisor to observe at least one of these lessons.
Within the instruction for each lesson include the following parts: Focus, Review, New Content and Guided Practice,
Independent Practice.
When planning, address individual strengths, learning needs, language and / or cultural differences in the lessons using the
following: Universal Design for Instruction, Differentiation – variety of strategies used, Accommodations / Modifications
needed for individual students (e.g., multisensory activities, technology and/or assistive technology, and learning and selfmanagement strategies.)
Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs.
Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled
lesson observation so that the university supervisor will have a chance to review and offer suggestions as needed.
48
Lesson 1
LESSON PLANNING
Write your instructional objective for this lesson below. Consider the learning stages: acquisition,
mastery, and generalization.
Write your lesson planning procedures and considerations below, including instructional strategies and
materials, use of personnel, room, and monitoring and evaluation procedures
DURING THE LESSON
Learning/Review Set
1.
Create interest and motivation as you review prerequisite information and skills
2.
Link previous lessons with current lesson
3.
State instructional objective
Write features of your review set below. What will you say/do to establish the need and context for the
lesson?
Verbal Presentation of the Skill
1.
Name the skill
2.
Define the critical rule
3.
Provide sufficient examples and non-examples for students to reach 80% mastery
4.
Provide multiple opportunities for student responding, that is, 4-6 responses per minute
5.
Provide immediate feedback and error correction
Write features of your verbal presentation below. Include a statement about your critical rule and
several examples and non-examples of your social skill (4:1 ratio). (Only the adults demonstrate the
non-examples. Be careful not to make them funny so students want to imitate them.)
Doing the Skill--Guided Practice*
1.
Demonstrate the skill in the natural environment--MODEL
2.
Practice the skill (teacher/student) using pre-planned role-plays and simulations--LEAD
3.
Evaluate role-plays
4.
Provide immediate feedback and error correction
5.
Initiate independent practice when at least 80% of the students reach mastery
Write features of your Guided Practice below. Include ideas about your role-plays or simulations. How
will you measure goal attainment?
49
Doing the Skill--Independent Practice
1.
Provide students with clear instructions and expectations
2.
Provide multiple practice opportunities using untrained role-plays and simulations--TEST
3.
4.
Actively monitor student progress and provide immediate feedback and error correction as needed
Assign homework that is school-based and/or home-based
Write features of your independent practice below. Provide examples of both school and homework.
AFTER THE LESSON
Prompting and Reinforcement**
1.
Provide student(s) with prompts prior to predictable errors in responding
2.
Reinforce on a FR schedule during acquisition and VR schedule during maintenance and generalization
List your strategies for prompting and reinforcement in the space below
Evaluation
1.
Collect and graph data on student progress over time and across settings
2.
Evaluate student progress (formative and summative) and adjust teaching
3.
Plan for additional teaching if needed
List your strategies for evaluating students and lesson in the space below
Guidelines for Conducting Role Plays and Simulations
•
Have all materials ready before each role-play
•
Remember…never let participants practice non-examples of the skill
•
Conduct role-plays in target settings
•
Pick students who are willing to participate
•
Give each participant a script and/or background information of situation they will role-play
•
Remind each participant that it is very important that they try to do a good job
•
Teach audience members expectations for watching and evaluating role-plays
•
After each role-play (a) reinforce students for participating, (b) reinforce the audience for listening, and (c)
ask the audience and participants behavior-specific question about the role-play, e.g., Was this an example of
___(name of skill)____? How do you know? What would you do differently to better show ___(name of
skill)____?
•
Provide multiple opportunities to practice the skill to mastery and generalization
50
•
Limit lessons to 15-20 minutes
•
Have Fun!
Social Skills Defined
The individual skills and actions that students must master that allow them to initiate, sustain, adapt, alter, and
discontinue interactions as conditions dictate (Knapczyk & Rodes, 1996).
Lesson 2
LESSON PLANNING
Write your instructional objective for this lesson below. Consider the learning stages: acquisition,
mastery, and generalization.
Write your lesson planning procedures and considerations below, including instructional strategies and
materials, personnel, room, and monitoring and evaluation procedures
DURING THE LESSON
Learning/Review Set
1.
Create interest and motivation as you review prerequisite information and skills
2.
Link previous lessons with current lesson
3.
State instructional objective
Write features of your review set below. What will you say/do to establish the need and context for the
lesson?
Verbal Presentation of the Skill
1.
Name the skill
2.
Define the critical rule
3.
Provide sufficient examples and non-examples for students to reach 80% mastery
4.
Provide multiple opportunities for student responding, that is, 4-6 responses per minute
5.
Provide immediate feedback and error correction
Write features of your verbal presentation below. Include a statement about your critical rule and
several examples and non-examples of your social skill (4:1 ratio).
Doing the Skill--Guided Practice*
1.
Demonstrate the skill in the natural environment--MODEL
2.
Practice the skill (teacher/student) using pre-planned role-plays and simulations--LEAD
3.
Evaluate role-plays
4.
Provide immediate feedback and error correction
51
5.
Initiate independent practice when at least 80% of the students reach mastery
Write features of your Guided Practice below. Include ideas about your role-plays or simulations. How
will you measure goal attainment?
Doing the Skill--Independent Practice
1.
Provide students with clear instructions and expectations
2.
Provide multiple practice opportunities using untrained role-plays and simulations--TEST
3.
4.
Actively monitor student progress and provide immediate feedback and error correction as needed
Assign homework that is school-based and/or home-based
Write features of your independent practice below. Provide examples of both school and homework.
AFTER THE LESSON
Prompting and Reinforcement**
1.
Provide student(s) with prompts prior to predictable errors in responding
2.
Reinforce on a FR schedule during acquisition and VR schedule during maintenance and generalization
List your strategies for prompting and reinforcement in the space below
Evaluation
1.
Collect and graph data on student progress over time and across settings
2.
Evaluate student progress (formative and summative) and adjust teaching
3.
Plan for additional teaching if needed
List your strategies for evaluating students and lesson in the space below
52
Lesson 3
LESSON PLANNING
Write your instructional objective for this lesson below. Consider the learning stages: acquisition,
mastery, and generalization.
Write your lesson planning procedures and considerations below, including instructional strategies and
materials, personnel, room, and monitoring and evaluation procedures
DURING THE LESSON
Learning/Review Set
1.
Create interest and motivation as you review prerequisite information and skills
2.
Link previous lessons with current lesson
3.
State instructional objective
Write features of your review set below. What will you say/do to establish the need and context for the
lesson?
Verbal Presentation of the Skill
1.
Name the skill
2.
Define the critical rule
3.
Provide sufficient examples and non-examples for students to reach 80% mastery
4.
Provide multiple opportunities for student responding, that is, 4-6 responses per minute
5.
Provide immediate feedback and error correction
Write features of your verbal presentation below. Include a statement about your critical rule and
several examples and non-examples of your social skill (4:1 ratio).
Doing the Skill--Guided Practice*
1.
Demonstrate the skill in the natural environment--MODEL
2.
Practice the skill (teacher/student) using pre-planned role-plays and simulations--LEAD
3.
Evaluate role-plays
4.
Provide immediate feedback and error correction
5.
Initiate independent practice when at least 80% of the students reach mastery
53
Write features of your Guided Practice below. Include ideas about your role-plays or simulations. How
will you measure goal attainment?
Doing the Skill--Independent Practice
1.
Provide students with clear instructions and expectations
2.
Provide multiple practice opportunities using untrained role-plays and simulations--TEST
3.
4.
Actively monitor student progress and provide immediate feedback and error correction as needed
Assign homework that is school-based and/or home-based
Write features of your independent practice below. Provide examples of both school and homework.
AFTER THE LESSON
Prompting and Reinforcement**
1.
Provide student(s) with prompts prior to predictable errors in responding
2.
Reinforce on a FR schedule during acquisition and VR schedule during maintenance and generalization
List your strategies for prompting and reinforcement in the space below
Evaluation
1.
Collect and graph data on student progress over time and across settings
2.
Evaluate student progress (formative and summative) and adjust teaching
3.
Plan for additional teaching if needed
List your strategies for evaluating students and lesson in the space below
54
STANDARD V: Competency 8 - Functional Behavioral Assessment (FBA) and Behavior
Intervention Plan (BIP)
1. Analyze an existing FBA/BIP.
•
Provide a two paragraph summary of what you learned from your initial analysis of FBA/BIP
(i.e., features you think are strong, areas that need to be added).
2. Conduct student-directed functional assessment.
•
•
If a student-directed functional assessment interview was not completed, work with designated
personnel (listed above) and conduct the interview (see O’Neill et al, 1997).
Include copies of completed student directed FBA and any updates to BIP.
3. Assist in the implementation of the BIP.
• Following the SD-FAI, assist with the implementation of BIP, including implementing listed
strategies, environmental modifications, and 5 days of data collection of student and adult
behavior (graphed data, formal and informal observations).
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Advanced
92-100% (3.68 – 4.00)
Is not knowledgeable about
and able to conduct,
interpret, or analyze
functional behavioral
assessments; develop and
implement collaborative
behavior support plans; and
interpret, design, and
implement appropriate
behavior support systems,
based on data drawn from
functional behavioral
assessments.
Is somewhat knowledgeable
about and able to conduct,
interpret, or analyze
functional behavioral
assessments; develop and
implement collaborative
behavior support plans; and
interpret, design, and
implement appropriate
behavior support systems,
based on data drawn from
functional behavioral
assessments.
Is knowledgeable about and
able to conduct, interpret,
or analyze functional
behavioral assessments;
develop and implement
collaborative behavior
support plans; and
interpret, design, and
implement appropriate
behavior support systems,
based on data drawn from
functional behavioral
assessments.
Is VERY knowledgeable
about and able to conduct,
interpret, or analyze
functional behavioral
assessments; develop and
implement collaborative
behavior support plans;
and interpret, design, and
implement appropriate
behavior support systems,
based on data drawn from
functional behavioral
assessments.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Many requirements are
missing for demonstration
of this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Contains most necessary
items with some assistance
needed to meet
expectations of quality and
quantity.
Contains all necessary
items with a little
assistance and meets
expectations of quality
and quantity.
55
STANDARD V: Competency 9 Instruction for Students with Significant Support Needs
Develop and implement either a low tech or high tech Augmentative Alternative Communication
(AAC) Strategy or the use of low tech or high tech Assistive Technology (AT).
This may be embedded in the reading or math lesson plan or could be part of the collaboration
lesson in a general education content area.
Competency 9 Instruction with Students with Significant Support Needs Requirements and Standards
Rubric
Developing
71% ( 2.87) or below
Partially Proficient
Proficient
Advanced
72-81% (2.88 – 3.27) 82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Is not knowledgeable about
orientation of instruction
toward meeting student
needs, the conditions that
affect student learning,
and the adaptation of
instruction. Is not able to
incorporate into teaching,
cognitive processes
associated with various
kinds of learning so that
students are assisted in
mastering content
standards through the
application of knowledge
of cognitive,
communication, physical,
cultural, social,
educational, selfdetermination,
transitional, and
emotional needs of
students.
Is somewhat
knowledgeable about
orientation of
instruction toward
meeting student needs,
the conditions that
affect student learning,
and the adaptation of
instruction. Is somewhat
able to incorporate into
teaching, cognitive
processes associated
with various kinds of
learning so that students
are assisted in mastering
content standards
through the application
of knowledge of
cognitive,
communication,
physical, cultural,
social, educational, selfdetermination,
transitional, and
emotional needs of
students.
Substantial requirements
are missing for
demonstration of this
competency.
Criterion not met on most
items even with
assistance.
Many requirements are
missing for
demonstration of this
competency.
Criterion not met on many
items or much
assistance was needed
to meet criterion.
Is knowledgeable about
orientation of
instruction toward
meeting student needs,
the conditions that
affect student learning,
and the adaptation of
instruction. Is able to
incorporate into
teaching, cognitive
processes associated
with various kinds of
learning so that students
are assisted in mastering
content standards
through the application
of knowledge of
cognitive,
communication,
physical, cultural,
social, educational, selfdetermination,
transitional, and
emotional needs of
students.
Contains most necessary
items with some
assistance needed to
meet expectations of
quality and quantity.
56
Is VERY knowledgeable
about orientation of
instruction toward meeting
student needs, the conditions
that affect student learning,
and the adaptation of
instruction. Is very much
able to incorporate into
teaching, cognitive
processes associated with
various kinds of learning so
that students are assisted in
mastering content standards
through the application of
knowledge of cognitive,
communication, physical,
cultural, social, educational,
self-determination,
transitional, and emotional
needs of students.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
Lesson Plan and Background Information
1. Student description
Provide information about the student including age; grade; relevant background information such as varied learning styles
and performance modes, language, culture, family and community values.
Clearly describe the student’s strengths by completing a student strength profile.
2. Instructional arrangement description
Describe instructional session (frequency and length), the instructional setting (where, number of students).
Describe differentiated instruction provided for students in the group.
3. Initial assessment results
Write a summary to describe the skills the student has for accessing the general education curriculum and what she or he
needs.
4. Identify the AAC or AT
Identify AAC/AT device or strategy or analyze existing system, use and recommendations
Provide evidence that AAC or AT enhances student’s access to the academic curriculum or to their non-disabled peers and
is a good match for the student
Record 5 uses of the AAC/AT device or strategy in different settings
Relate to IEP goals and assessment results.
Description of how the AAC or AT is successfully supported. This description is to be included in the IEP as well as shared
with parents and the current teacher
5. Unit instructional objectives and Colorado Model Content and Special Education Generalist
Standards
List the Colorado Academic Standards and Special Education Generalist Standards addressed in the lessons. Write an
instructional objective that the student will meet at the end of the instructional program, based on your assessment results,
the standard, and the student’s IEP.
Include conditions, behavior, and performance criteria.
6. Analysis
Reflect on areas of success as well as areas needed for improvement. Relate to objective
7. Materials
Describe the materials that will be used in the lessons and any adaptation or accommodates that will be included.
8. Write 3 Lesson Plans
Arrange for your university supervisor to observe at least one of these lessons.
When planning, consider individual strengths, learning needs, language and / or cultural differences and address these in the
lessons.
Clearly identify how the lesson activities or materials address the students’ strengths, background, and needs.
Submit all parts, except the 3 or 4 weeks of data, to the university supervisor at least two days before the scheduled
lesson observation so that the university supervisor will have a chance to review and offer suggestions as needed.
57
Lesson Template
Lesson 1
Lesson Objective (What should students be able to do
as a result of the lesson?)
Modified Objective for target student(s)?
Lesson Materials and Resources
Materials Accommodations & Modifications?
Lesson Sequence and Activities, including
differentiation – variety of strategies
Accommodations and /or Modifications
Lesson 2
Lesson Objective (What should students be able to do
as a result of the lesson?)
Modified Objective for target student(s)?
Lesson Materials and Resources
Materials Accommodations & Modifications?
Lesson Sequence and Activities, including
differentiation – variety of strategies
Accommodations and /or Modifications
Lesson 3
Lesson Objective (What should students be able to do
as a result of the lesson?)
Modified Objective for target student(s)?
Lesson Materials and Resources
Materials Accommodations & Modifications?
Lesson Sequence and Activities, including
differentiation – variety of strategies
Accommodations and /or Modifications
58
Instruction with Student with Significant Support Needs
Observation Evaluation (Revised 8/11/10)
Student Teacher/Intern:
Subject:
Date:
Program:
Observer:
Scoring
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at an acceptable level, still room for
improvement.
2.88 – 3.27= Partially Proficient (72-81%) Student teacher /intern’s performance needs improvement to be acceptable.
2.87 or below = (71% or below)
Student teacher /intern’s performance is not acceptable.
Comments
Target
Lesson includes the use of the AAC/AT
device or strategy that is a good match
for the student
Use of AAC/AT device or strategy is
supported during lesson
Lesson is age appropriate
Score
Lesson utilizes adaptations and
accommodations to allow for active
engagement for the student with a
disability
Clear statement of focus or section
objective. Reviews and prepares
students for practice activity or new
learning.
Uses specific and concrete modeling or
explanation of task; students know
exactly what is expected.
Students given ample opportunities to
respond / practice targeted skill;
appropriate duration for guided practice
Included simultaneous visual, auditory,
kinesthetic-tactile strategies.
Appropriate teacher involvement;
corrects errors in manner to promote
learning and uses student performance
information to adjust instruction.
Provides ample time for independent
practice and data collection is evident.
Score= Average
Did Well:
Work On:
59
___
STANDARD VI: Competency 10 Demonstrate Proficiency in the IEP Process
(Completed in Student Teaching)
• Complete electronic IEP including:
• Present level of performance (baseline information for the goals)
• Goals and objectives – standards based, measurable, linked to assessments, linked to ongoing
performance measures
• Transition information for students 15 years old, including post secondary goals, related annual
goals, assessments, and course of study
• Behavior intervention plan
• CSAP accommodations or Consideration for CSAP Alternate Checklist
• Background information gathered for IEP
• Describe the information gathered from family, student, and general education teachers
Examples:
• For Initial –child study, strategies tried, referral process, testing
• For Triennial – testing, classroom data
• For Transfer – information from old school
• For Annual – progress monitoring
Complete a strengths and strategies profile and share it at the IEP or a meeting with parents
• Organization
• Describe how the schedule for IEP activities and how that is tracked
• Plan and run an IEP meeting, involving student as much as possible including supporting the
student leading the meeting
• IEP goal progress monitoring and quarterly reports to parents (Related to lessons
competencies1, 2, 9, or 11 and assessment competency 4)
For Internship:
• Review the IEP if available.
• Monitor progress on student performance on target area for student and prepare summer
program’s report for the school year general education teacher (Related to lessons
competencies1, 2, 8, or 10 and assessment competency 4)
Competency 10
Demonstrate Proficiency in the IEP Process and Standards Rubric
Developing
Partially Proficient
Proficient
Advanced
71% ( 2.87) or below
72-81% (2.88 – 3.27)
82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Is not able to develop and
implement mandated
individualized education
plans in collaboration with
parents, students, and
education professionals;
collect data on student
achievement, included in the
IEP.
Is somewhat able to develop
and implement mandated
individualized education
plans in collaboration with
parents, students, and
education professionals;
collect data on student
achievement, included in the
IEP.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Many requirements are
missing for demonstration of
this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
60
Is able to develop and
implement mandated
individualized education
plans in collaboration
with parents, students,
and education
professionals; collect
data on student
achievement, included in
the IEP.
Is VERY much able to
develop and implement
mandated individualized
education plans in
collaboration with
parents, students, and
education professionals;
collect data on student
achievement, included in
the IEP.
Contains most necessary
items with some
assistance needed to
meet expectations of
quality and quantity.
Contains all necessary
items with a little
assistance and meets
expectations of quality
and quantity.
STANDARD VI: Competency 11 – Employ range of teaching techniques and assist in design and
modification of instruction.
Write a paragraph highlighting how you have employed a range of teaching techniques in your instruction and how they
have addressed students’ strengths and needs. These should follow the Universal Design Process and include an
examination of the content, process, and product of each lesson taught.
These competencies are demonstrated in activities and documentation supplied in other competencies including:
•
•
•
Lesson plans
Lesson observation evaluations
Lesson data collection and reporting
Developing
71% ( 2.87) or below
Is not responsive to the
needs and
experiences students
bring to the
classroom, including
those based on
culture, community,
ethnicity, economics,
linguistics, innate
learning abilities;
learning
exceptionalities and
conditions that affect
the rate and extent of
student learning; and
the adaptation of
instruction for all
learners by
employing a wide
variety of teaching
techniques and by
assisting in the
design and /or
modification of
standards-based
instructional
delivery, in response
to student need,
including that of
exceptional learners,
English-language
acquisition learners.
Partially Proficient
Proficient
Advanced
72-81% (2.88 – 3.27) 82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Is somewhat to the
Is responsive to the
needs and
needs and
experiences
experiences
students bring to the
students bring to
classroom,
the classroom,
including those
including those
based on culture,
based on culture,
community,
community,
ethnicity,
ethnicity,
economics,
economics,
linguistics, and
linguistics, and
innate learning
innate learning
abilities; learning
abilities; learning
exceptionalities and
exceptionalities
conditions that
and conditions that
affect the rate and
affect the rate and
extent of student
extent of student
learning; and the
learning; and the
adaptation of
adaptation of
instruction for all
instruction for all
learners by
learners by
employing a wide
employing a wide
variety of teaching
variety of teaching
techniques and by
techniques and by
assisting in the
assisting in the
design and /or
design and /or
modification of
modification of
standards-based
standards-based
instructional
instructional
delivery, in
delivery, in
response to student
response to student
need, including that
need, including
of exceptional
that of exceptional
learners, and
learners, and
English-language
English-language
acquisition learners.
acquisition
learners.
61
Is VERY responsive to
the needs and
experiences students
bring to the
classroom, including
those based on
culture, community,
ethnicity, economics,
linguistics, and
innate learning
abilities; learning
exceptionalities and
conditions that affect
the rate and extent of
student learning; and
the adaptation of
instruction for all
learners by
employing a wide
variety of teaching
techniques and by
assisting in the
design and /or
modification of
standards-based
instructional
delivery, in response
to identified student
need, including that
of exceptional
learners, and
English-language
acquisition learners.
STANDARD VI: Competency 12 – Communication and Collaboration
Communicate in an effective, professional manner and work collaboratively with parents, staff,
administrators, students, and related service personnel.
(Completed during both Student Teaching or Internship*)
1. Collaboration with general education teachers and school team
• Evidence of collaboration (from competency 5 or other lesson plans)
2. Management of instruction and daily procedures with paraprofessionals
• Evidence of how paraprofessionals are scheduled and receive information
• Evidence of instructional materials and progress monitoring methods designed for
paraprofessionals
3. Communication and consultation with parents and related service providers *
• Contact logs or means of communication used in your school
4. 2 Program visit summaries (0n-the-job student teaching only)
• Documentation of 2 two hour observations of other special education programs and the same
instructional level as the student teacher's placement for the current semester
Date
Program and teacher observed
Goal of your visit
Reactions to observation
Developing
71% ( 2.87) or below
Is not able to collaborate and
communicate effectively
with school personnel and
families and coordinate,
schedule and supervise
para-educators to ensure
that students’ education
programs are implemented
effectively.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Is somewhat able to
collaborate and
communicate effectively
with school personnel and
families and coordinate,
schedule and supervise paraeducators to ensure that
students’ education
programs are implemented
effectively.
Is able to collaborate and
communicate effectively
with school personnel
and families and
coordinate, schedule and
supervise para-educators
to ensure that students’
education programs are
implemented effectively.
Many requirements are
missing for demonstration of
this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
62
Contains most necessary
items with some
assistance needed to
meet expectations of
quality and quantity.
Advanced
92-100% (3.68 – 4.00)
Is VERY much able to
collaborate and
communicate effectively
with school personnel and
families and coordinate,
schedule and supervise
para-educators to ensure
that students’ education
programs are implemented
effectively.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
STANDARD VII: Competency 13 – Use technology to enhance student learning , assessment ,
and communication.
Write a paragraph highlighting how you have used technology to enhance student learning including
instructional technology, assistive technology, student technology use, technology use for student
assessment, communication, and managing education plans.
These competencies are demonstrated in activities and documentation supplied in other competencies
including:
• Lesson plans
• Lesson observation evaluations
• Lesson data collection and reporting
• Assessment
Developing
71% ( 2.87) or below
Is not knowledgeable
about, and skilled in,
technology and its
instructional
applications; and the
issue(s) of technology
in support of
instruction delivery
and the enhancement
of student learning as
evidenced in lesson
plans, delivery,
assessment, and
reporting student
progress.
Partially Proficient
Proficient
Advanced
72-81% (2.88 – 3.27) 82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Is somewhat
knowledgeable about,
and skilled in,
technology and its
instructional
applications; and the
issue(s) of
technology in support
of instruction
delivery and the
enhancement of
student learning as
evidenced in lesson
plans, delivery,
assessment, and
reporting student
progress.
Is knowledgeable about,
and skilled in,
technology and its
instructional
applications; and the
issue(s) of
technology in support
of instruction
delivery and the
enhancement of
student learning as
evidenced in lesson
plans, delivery,
assessment, and
reporting student
progress.
63
Is VERY knowledgeable
about, and skilled in,
technology and its
instructional applications;
and the issue(s) of
technology in support of
instruction delivery and the
enhancement of student
learning as evidenced in
lesson plans, delivery,
assessment, and reporting
student progress.
STANDARD VIII: Competency 14 – Model professional dispositions and develop in students,
democratic ideas, appropriate behaviors, and community involvement.
Professional Dispositions Evaluation
These competencies are demonstrated in activities and documentation supplied in other competencies
including:
• Lesson plans
• Lesson observation evaluations
• Lesson data collection and reporting
• Assessment
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
Advanced
82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Is not knowledgeable
Is somewhat
Is knowledgeable
Is VERY knowledgeable
about the relationship
knowledgeable about
about the
about the relationship of
of education to
the relationship of
relationship of
education to democracy
democracy and is not
education to
education to
and is able to teach
able to teach about
democracy and
democracy and is
about productive
productive citizenship somewhat able to
able to teach about
citizenship and model
and model for, and
teach about productive productive
for, and develop in
develop in students,
citizenship and model
citizenship and
students, positive and
positive and accepted
for, and develop in
model for, and
accepted behaviors, to
behaviors, to accepted students, positive and
develop in students,
accepted standards, and
standards, and respect accepted behaviors, to
positive and
respect for the rights of
for the rights of
accepted standards,
accepted behaviors,
others, as necessary for
others, as necessary
and respect for the
to accepted
successful personal,
for successful
rights of others, as
standards, and
family, and community
personal, family, and
necessary for
respect for the rights involvement, and wellcommunity
successful personal,
of others, as
being.
involvement, and
family, and
necessary for
well-being.
community
successful personal,
involvement, and
family, and
well-being.
community
involvement, and
well-being.
64
Professional Dispositions Evaluation
Special Education Department, College of Education, University of Colorado at Colorado Springs
Student Name:___________________________________________ Date: _______________________
Course: ___________________________________________ Professor/Instructor:_________________
Class Evaluation
Field Experience Evaluation
Person Completing Evaluation
Name _______________________________
Site _______________________________________
Name/Title of Person Completing Evaluation
___________________________________________
Signature ___________________________________
Signature ____________________________
The following professional dispositions provide examples of behavior expectations of UCCS Special Education
Program candidates during class and field-based experiences. Please rate student/self on the behaviors listed
below.
4 – Always
3 – Often
2 – Occasionally
1 – Never
0 – Not Applicable
Responsibility
Present and punctual for school/work.
Completes assigned work on time.
Complies with school and university procedures and rules.
Communicates with instructor, university supervisor, and/or cooperating teacher prior to absences,
tardiness, or late assignments.
Respects the ideas and work of others by giving appropriate credit.
Collaboration
Actively participates and contributes positively and equitably to group projects or activities.
Respects others’ time and needs.
Demonstrates effective interpersonal skills.
Diversity
Values the varying needs, abilities, and dispositions of others.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Communicates effectively with others by demonstrating respect for gender, sexual orientation, and
ethnic differences.
Professional Behavior
Adheres to professional ethics (e.g., maintains confidentiality).
Discusses work issues and personal concerns at appropriate times and places.
Speaks with clarity, fluency, and few grammatical errors.
Writes with clarity, fluency, and few grammatical errors.
Exhibits positive attitudes and commitment to quality when completing work responsibilities.
Models appropriate dress relative to the context and maintains appropriate personal hygiene.
Personal Well-Being
Surmounts obstacles in positive and constructive ways.
Demonstrates self-control. Displays predictable and stable emotions in a variety of situations.
Analyzes and takes responsibility for personal actions.
Accepts constructive feedback and responds positively.
Makes changes based on feedback and demonstrates ability to learn from success and failure.
Expresses concern or dissatisfaction in positive and constructive ways.
Comments:
Adapted from Teacher Candidate Self-Evaluation of Dispositions, Valdosta State University Revised: April 2006
65
STANDARD VIII: Competency 15 – Self-Reflection
Self-evaluate performance and participate in professional development.
(Completed during both Student Teaching and Internship)
“Reflective thinking seems to be an essential part of developing complex understandings needed for
effective professional practice. Unless a teacher can reflect while using a consistent philosophy as a
guideline in that reflection, the teacher is forced into haphazard, reactive patterns of behavior when
faced with professional dilemmas.” (Fallon & Brown, 2002, pp. 37-38)
1. Reflection Journal – Email to your university supervisor every week or two weeks (per
university supervisor)
• Identify your teaching strengths, areas for improvement, and activities or support that will help
you improve
• Weekly reflect on your teaching including information such as
o What you are doing to address the areas for improvement and the results
o What you are doing to use and build on your strengths
o The process of integrating meeting the student teaching competencies and meeting
students’ needs
o Your thoughts and actions working with a particularly perplexing student or family
“CEC expects practicing special educators to develop and implement a Professional Development
Plan…The professional development activities should go beyond routine job functions of the
professional, and no single activity or category should make up the plan. This PDP should include
…professional development related to the professional’s field of practice within the following
categories:
• Career related academic activities
• Conducting or supporting research
• Participating in district and/or school-based professional development programs
• Teaching courses (other than those for regular employment
• Delivering presentations
• Publishing books and /or journal articles
• Participating in mentoring or supervised collegial support activities
• Providing service to professional associations
• Participating in approved educational travel
• Other professional projects approved by state, district, or other agencies”
(Council for Exceptional Children, 2004, pp.10-11)
2. Professional Development Plan
•
Write a professional development plan for the year. Include activities, projects, training,
etc. in which you want to be involved.
66
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Proficient
82-91% (3.28 – 3.67)
Advanced
92-100% (3.68 – 4.00)
Is not able to self-evaluate
performance and
participate in professional
development that can
improve performance.
Is somewhat able to selfevaluate performance and
participate in professional
development that can
improve performance.
Is able to self-evaluate
performance and
participate in professional
development that can
improve performance.
Is VERY much able to selfevaluate performance and
participate in professional
development that can
improve performance.
Substantial requirements are
missing for demonstration
of this competency.
Criterion not met on most
items even with assistance.
Many requirements are
missing for demonstration of
this competency.
Criterion not met on many
items or much assistance
was needed to meet
criterion.
Contains most necessary
items with some
assistance needed to meet
expectations of quality
and quantity.
Contains all necessary items
with a little assistance and
meets expectations of
quality and quantity.
Overall Portfolio Evaluation
Developing
71% ( 2.87) or below
Partially Proficient
72-81% (2.88 – 3.27)
Writing quality is not
adequate including many
errors in grammar,
spelling, and clarity.
Writing quality is adequate
but not at professional
level including some errors
in grammar, spelling, and
clarity.
Writing quality meets
expectation for
professional writing
including grammar,
spelling, and clarity.
Writing quality exceeds
expectation for
professional writing
including grammar,
spelling, and clarity.
Information in the portfolio
shows some organization.
Information in the portfolio is
presented in an organized
manner.
Information in the portfolio
is presented in organized,
professional manner.
Information in the
portfolio shows little
organization.
Proficient
82-91% (3.28 – 3.67)
Advanced
92-100% (3.68 – 4.00)
Seminar Grade
Seminar Attendance and Participation
Developing
Partially Proficient
Proficient
Advanced
71% ( 2.87) or below 72-81% (2.88 – 3.27) 82-91% (3.28 – 3.67) 92-100% (3.68 – 4.00)
Attends few seminars.
Does not participate in
activities and
discussions.
Attends some
seminars.
Participates
occasionally.
Attends most
seminars.
Participates in
activities and
discusses. Listens to
other participants.
Attends all seminars.
Participates regularly:
asking questions,
participating in activities
and discussions, volunteers
information.
Contributions show thought
and self-reflection.
Listens to other participants
and responds to their
comments.
67
July 25, 2012
Special Education Department
Re: Student Teaching Placement
Dear Cooperating Teacher,
Thank you for serving as a cooperating teacher for our special education student teacher. You were
selected because of your skills and expertise in education. In this packet you will find information you
will need during the semester. In the first weeks the student teacher will arrange a meeting with you,
your principal, and the university supervisor to discuss the student teaching process.
The Special Education Generalist Licensure allows teachers to work with students ages 5-21, therefore,
UCCS students are required to complete a 16 week student teaching experience during the school year
and then complete a shorter internship experience with students at the opposite age level (elementary or
secondary). UCCS students must demonstrate competencies related to the each of the PBSCT and
Generalist Standards during their student teaching and internship. The exact competencies student
teacher will need to meet during student teaching depend on the programs at your school and the student
teacher’s assignment. These competencies include assessing students' skills, planning and conducting
lessons, and working collaboratively in the school. We ask that you work with the student teacher and
the university supervisor to ensure the student teacher will be meeting the K-12 students needs while
completing the competencies.
We value your participation in our evaluation process. Enclosed is a list of the Student Teaching /
Internship Competencies. The student teacher will demonstrate proficiency on each competency through
performance and through documentation in a portfolio. You and the university supervisor will evaluate
the portfolio. In this folder you will also find a Professional Dispositions and Formative and Summative
Evaluation forms that you will need to complete. The three formative evaluations are to be completed
approximately every four weeks, based on your observation of the student teacher’s performance. The
summative evaluation is to be completed at the conclusion of the semester. A university supervisor will
observe the student teacher at least three times. The university supervisor will check in with you during
his or her observations and at the mid-point of the semester. Please contact the university supervisor at
any time if you have questions or concerns. Small concerns addressed early increase the likelihood of a
successful experience. At the end of the semester, the student teacher will arrange an exit meeting with
you, the principal, and the university supervisor to review the portfolio and sign paperwork.
To compensate you for your supervision you will receive a $100 stipend from the university. This
compensation will be paid to your district at the end of the semester. Your district will include the pay in
your next paycheck. You may also receive CDE credit by completing a form in the state’s recertification
application. Information about the CDE process is in this application.
We appreciate your professional commitment to this student teacher and to our special education
teacher-training program. Student teaching is a key experience in teacher training and are dependent on
the willingness of licensed teachers and supervisors to work with our students. Please call the university
supervisor or me should you have any questions regarding the student teaching experience. Thank you.
Sincerely,
Laura Marshall, M.A.
Student Teaching Instructor
719-255-4168 lmarshal@uccs.edu
68
Special Education Department
November 5, 2012
Re: Special Education Student Teaching Placement
Dear Principal and Special Educator Supervisor:
A student in the Special Education Program at UCCS is requesting a student teaching placement for the
Special Education Generalist Licensure at your school. Because the Generalist Licensure allows teachers
to work with students ages 5-21, UCCS students are required to complete a 16 week student teaching
experience during the school year and then complete a shorter internship experience with students at the
opposite age level (elementary or secondary). A brief overview of student teaching requirements is
provided in this letter.
If it is possible and agreeable for the student to meet these requirements in your school, the agreement
on the last page of this letter needs to be signed by all designated people and returned to the UCCS
College of Education by the second week of the semester.
The UCCS Special Education Licensure Program is a professional preparation program that requires
students to meet basic performance competencies in compliance with Colorado Senate Bill 154.
Instruction in student teaching content is aligned with the Performance Based Standards for Colorado
Teachers and the Special Education Generalist Standards:
Standard One:
Standard Two:
Standard Three:
Standard Four:
Standard Five:
Standard Six:
Standard Seven:
Standard Eight:
Knowledge of Literacy
Knowledge of Mathematics
Knowledge of Standards and Assessment
Knowledge of Content
Knowledge of Classroom and Instruction Management
Knowledge of Individualization of Instruction
Knowledge of Technology
Democracy, Educational Governance, and Careers in Education
UCCS students must demonstrate competencies related to the each of the PBSCT and Generalist
Standards during their student teaching and internship. Certain competencies must be met during the
school year in the student teaching experience. Some of the competencies may be met during the
internship. The exact competencies student teachers need to meet during student teaching partially
depend on the competencies available in the placement and the needs of your students. The
competencies marked with an * may be completed in one experience. The rest of the competencies must
be completed in both experiences.
• Develop and implement reading instruction.
• *Develop and implement math or content area instruction.
• * Participate in School-wide General Education Assessment (CSAP/CSAP-A).
• * Participate in Progress Monitoring in general education curriculum.
• Structure activities to maximize students' engaged time and appropriate behavior.
• * Develop and implement instruction for social skills.
• * Analyze a Functional Behavior Assessment and Behavior Intervention Plan.
• * Provide instruction for students with significant support needs.
69
•
•
•
•
•
•
Demonstrate proficiency in the IEP process.
Employ range of teaching techniques to meet students’ variety of needs.
Communicate effectively and work collaboratively with parents, students, and school personnel.
Use technology to enhance student learning.
Model, and develop in students, democratic ideals, appropriate behaviors.
Self-evaluate performance and participate in professional development.
A special education teacher or special education supervisor in the school will need to be identified to
serve as the cooperating teacher and assist in the evaluation of the student teacher’s performance. The
cooperating teacher will receive a $100 stipend and may receive CDE recertification credit. The student
teacher will work the same hours each school day throughout the semester and eventually complete
similar duties as the cooperating teacher, under the cooperating teacher’s supervision. We ask that the
principal observe and evaluate the student teacher one time during the experience using the enclosed
UCCS evaluation form.
Each student teacher will be assigned a university supervisor who will evaluate the student teacher’s
performance and communicate with the school personnel. In the first week of the semester the student
teacher will arrange a brief meeting with the university supervisor, cooperating teacher, and principal. In
this meeting the student teaching requirements will be discussed in greater detail. The team will need to
design the student teacher’s schedule so the student teacher is helping to meet the school’s student needs
while completing requirements. This will need to be discussed and agreed upon by the principal,
cooperating teacher, and university supervisor.
Student teachers will demonstrate proficiency on each competency through performance, observed by
the cooperating teacher, principal, and university supervisor, and through documentation in a portfolio.
The portfolio will be evaluated by both the university supervisor and cooperating teacher. Student
teachers will be observed and evaluated by both their university supervisor and the cooperating teacher
at least 3 times and at least once by the principal. At the end of the experience, the student teacher will
organize an exit interview with the principal, cooperating teacher, and university supervisor to review
the competencies completed by the student teacher.
Thank you for helping us prepare high quality special educators. Please contact me if you have questions
or need additional information throughout the semester.
Sincerely,
Laura Marshall, M.A.
Special Education Student Teaching Instructor,
lmarshal@uccs.edu
70
719-255-4168
Special Education Department
Student Teaching Agreement
Student’s Name ___________________________________________________
We, the undersigned, agree to allow University of Colorado at Colorado Springs student,
____________________________, to complete the UCCS Student teaching coursework and
requirements within this building during the semester in which the student is enrolled in the course.
Building Principal __________________________________________ Date ______
District Special Education Supervisor ___________________________ Date ______
Human Resource Personnel ___________________________________ Date ______
UCCS Special Education Department Chair ______________________ Date ______
UCCS Student Teaching Supervisor ____________________________ Date ______
The Student Teacher needs to return this completed form to the course instructor by the second week of
the semester.
71
Special Education Department
Student Teaching and Internship Placements
Responsibilities for Cooperating Teachers and Principals
Students in the UCCS Special Education Licensure Program will receive the Colorado Special
Education Generalist Licensure. Because the Generalist Licensure allows teachers to work with students
ages 5-21 and across disabilities, UCCS students are required to complete a 16 week student teaching
experience during the school year and then complete a shorter internship experience with students at the
opposite age level (elementary or secondary). During the student teaching and internship experiences,
UCCS student teachers / interns will work the same hours as the cooperating teachers. They must
demonstrate competencies related to the each of the Performance Based Standards for Colorado
Teachers and Special Education Generalist Standards while providing relevant instruction to students
and participate in all usual activities of a special education teacher. Student teachers / interns will
compile a portfolio demonstrating their work with students and their activities to meet the competencies.
A university supervisor will be assigned to each student teacher / intern to evaluate the student teacher’s
or intern’s performance and serve as a liaison with the school. The university supervisor will meet with
the cooperating teacher, principal, and student teacher / intern at the beginning and end of the
experience. The university supervisor will contact the cooperating teacher and principal at mid-semester
for a performance report, communicate informally throughout the semester, and be available as needed.
Requirements for a Cooperating Teacher
• Have a special education endorsement
• Be recommended by the school district special education director or supervisor and building
principal
• Have at least 3 years teaching experience
Pre placement Activities
• Student teacher/intern meets with school personnel before confirming placement.
• District required paperwork is submitted to the district human resource department and the special
education administration personnel.
Responsibilities of the Cooperating Teacher
• Meet with student teacher / intern and decide whether or not the school’s program will provide
appropriate opportunities for meeting Student Teaching Competencies.
• Participate in an initial meeting with the principal, university supervisor, and student teacher /
intern to confer on the student teaching competencies.
• Ensure student teacher / intern is provided the range of experiences needed to meet competencies
and gain experience in all aspects of a teaching position.
• Oversee all activities completed by the student teacher / intern:
• During the first portion of the experience, the student teacher / intern will observe and
assist the cooperating teacher and learn about the program.
• Next the student teacher / intern will begin to fulfill some of the needed tasks in the
program and the UCCS competencies, under the supervision of the cooperating teacher or
other school personnel.
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For one half to two thirds of the experience, student teacher / intern will work parallel to
the cooperating teacher to gain experience and receive feedback in performing a majority
of the teacher’s duties that align with the UCCS competencies. These must be supervised
by school personnel. The student teacher / intern does not replace any school
personnel.
(Internships are shorter so interns will begin providing instruction much sooner)
Formally observe the student teacher / intern providing instruction on at least 3 occasions
throughout experience.
Informally observe the student teacher / intern in interactions with students, other school
personnel, parents, and while completing other tasks normally assigned to a special educator.
Complete the three formative and one summative evaluation forms, based on formal and
informal observations, which will be factored into the student teacher’s / intern’s grade.
Complete the Dispositions Evaluation form on the student teacher / intern by mid-semester and
send it to the university supervisor. Review it with the student teacher / intern.
Provide ongoing positive and constructive feedback to the student teacher / intern.
Communicate with the university supervisor regarding the student teacher’s / intern’s
performance and contact the university supervisor when an issue or question arises.
Review the competency portfolio as it is completed and provide feedback.
Participate in an exit meeting with the principal, university supervisor, and student teacher /
intern to discuss the student teacher’s / intern’s performance and competency portfolio.
Sign off on the Competency Checklist and Recommendation for Licensure form.
•
•
•
•
•
•
•
•
•
•
Responsibilities of the Principal
• Meet with the student teacher / intern to assess possibility for completing the necessary tasks to
meet the competencies in the school’s programs and sign the agreement form.
• Participate in an initial meeting with the cooperating teacher, university supervisor, and student
teacher / intern to confer on the student teaching competencies and how the student teacher /
intern plans to meet the competencies.
• Assist in organizing the student teacher’s / intern’s schedule to provide the full range of
experiences needed to meet the competencies and give the student teacher / intern experience in
all aspects of a teaching position.
• Informally observe the student teacher / intern in interactions with students, other school
personnel, and parents and while completing other tasks normally assigned to a special educator.
• Formally observe and evaluate the student teacher / intern providing instruction on at least one
occasion using the UCCS formative evaluation or the school’s teacher evaluation.
• Participate in an exit meeting with the cooperating teacher, university supervisor, and student
teacher / intern to discuss the student teacher’s / intern’s performance and competency portfolio.
• Sign off on the Competency Checklist and Recommendation for Licensure form.
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Special Education Program
University of Colorado at Colorado Springs
FORMATIVE EVALUATION (Revised 7/14/11)
Student Teacher / Intern _________________________________________Date ________________
Cooperating Teacher Signature _____________________________School _________________
Ongoing assessment and constructive feedback is crucial to the development of effective teaching skills by
student teachers and interns. Three times over the course of the semester, the cooperating teacher is to
complete this form and explain the responses with the student teacher or intern. Strategies for improvement
should be discussed in detail. Please complete one formative evaluation before each of the dates listed on
the observation schedule. The student teacher/intern needs to send each evaluation to the university
supervisor for review within a week of completion.
To score each item, please use the 4 point scale. The scores for the levels of proficiency are listed below
as guidelines. You may score each item using decimals to the tenth place according to your evaluation.
For example, if you think the student teacher performs a task above the basic proficient level but not
quite “Advanced” you could score the item with a 3.5.
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
2.88 – 3.27= Partially Proficient (72-81%)
2.87 or below = (71% or below)
NA = Not applicable
Student teacher /intern performs at an excellent level for
student teaching.
Student teacher /intern performs at an acceptable level, still
room for improvement.
Student teacher /intern’s performance needs improvement
to be acceptable.
Student teacher /intern’s performance is not acceptable.
Student teacher /intern hasn't been observed or had
opportunity.
Formative Evaluations
1st
A. Classroom Management
1. Completes daily routine tasks.
2. Provides positive learning environment.
3. Establishes effective relationships with students.
4. Establishes expectations for student behavior.
5. Consistently follows through with behavior management plans.
6. Helps students monitor their own behavior.
Comments:
74
2nd
3rd
Formative Evaluations
B. Data Based Assessment and Instructional Planning
1st
2nd
3rd
1st
2nd
3rd
1. Demonstrates knowledge of subject matter.
2. Conducts appropriate assessment activities.
3. Develops instructional objectives based on assessments and IEP goals.
4. Prepares daily lesson plans in a timely manner.
5. Lesson plans include a variety of activities to maintain student interest and
attention.
6. Lesson plans include appropriate evaluation and progress monitoring
activities.
7. Maintains daily records and makes data-based instructional decisions.
Comments:
C. Conducting Lessons
1. Begins and ends lessons on time.
2. Checks prerequisite skills and conducts appropriate reviews.
3. New material is sectioned adequately and interspersed with student
performance checks.
4. Responds and adjusts lesson based on student’s responses and circumstances
5. Reteaches skills when necessary.
6. Uses specific praise to reinforce academic responses and student behavior.
7. Immediately identifies student errors and uses effective correction procedures.
8. Provides clear instructions and criteria for independent assignments.
9. Monitors and assists students during independent work.
Comments:
75
D. Consultation Skills and Professional Relationships
1st
2nd
3rd
1st
2nd
3rd
1st
2nd
3rd
1. Participates in school activities.
2. Works collaboratively with cooperating teacher.
3. Works collaboratively with and utilizes paraprofessionals effectively.
4. Works collaboratively with parents.
5. Works collaboratively with other teachers and supports students in general
education environments
Comments:
E. IEP Development and Implementation
1. Conducts assessment to write IEP
2. Contributes and collaborates in development of IEP that adheres to IDEIA and
Colorado law.
3. Collects IEP data and monitors IEP.
4. Can state IEP timelines and completes IEP activities in a timely manner.
5. Participates in IEP meetings appropriately.
Comments:
F. Personal Development
1. Demonstrates maturity in receiving and adjusting teaching skills based on
constructive feedback.
2. Demonstrates emotional control and poise.
3. Is responsible and dependable.
Comments:
76
Special Education Program
University of Colorado at Colorado Springs
SUMMATIVE EVALUATION
Student Teacher ____________________________________
Date __________________
Cooperating Teacher Signature _________________________
School ________________
This evaluation is to be completed during the last week of student teaching. To score each item, please use
the 0-4 point scale. The scores for the levels of proficiency are listed below as guidelines. You may score
each item using decimals to the tenth place according to your evaluation.
3.68–4.00= Advanced (92-100%)
3.28–3.67= Proficient (82-91%)
2.88–3.27= Partially Proficient (72-81%)
2.87 or below = (71% or below)
NA = Not applicable
Student teacher /intern performs at an excellent level for student teaching.
Student teacher /intern performs at acceptable level, still room for improvement.
Student teacher /intern’s performance needs improvement to be acceptable.
Student teacher /intern’s performance is not acceptable.
Student teacher /intern hasn't been observed or had opportunity.
A. Classroom Management
Comments:
B. Data Based Assessment and Instructional Planning
Comments:
C. Conducting Lessons
Comments:
D. Consultation Skills and Professional Relationships
Comments:
E. IEP Development and Implementation
Comments:
F. Personal Development
Comments:
77
Special Education Program
University of Colorado at Colorado Springs
PRINCIPAL EVALUATION
Student Teacher _______________________________________
Date _________________
Principal Signature _____________________________
Ongoing assessment and constructive feedback is crucial to the development of effective teaching skills by
student teachers. At least once over the course of the semester, it is requested that the principal observe the
student teacher, complete this form, and discuss it with the student teacher. The university supervisor will
review the evaluation as well.
To score each item, please use the 0-4 point scale. The scores for the levels of proficiency are listed
below as guidelines. You may score each item using decimals to the tenth place according to your
evaluation. For example, if you think the student teacher performs a task above the basic proficient level
but not quite “Advanced” you could score the item with a 3.5.
3.68 – 4.00= Advanced (92-100%)
3.28 – 3.67= Proficient (82-91%)
2.88 – 3.27= Partially Proficient (72-81%)
2.87 or below = (71% or below)
NA = Not applicable
Student teacher /intern performs at an excellent level for
student teaching.
Student teacher /intern performs at an acceptable level, still
room for improvement.
Student teacher /intern’s performance needs improvement
to be acceptable.
Student teacher /intern’s performance is not acceptable.
Student teacher /intern hasn't been observed or had
opportunity.
A. Classroom Management
1. Completes daily routine tasks.
2. Provides positive learning environment.
3. Establishes effective relationships with students.
4. Establishes expectations for student behavior.
5. Consistently follows through with behavior management plans.
6. Helps students monitor their own behavior.
Comments:
78
B. Data Based Assessment and Instructional Planning
1. Demonstrates knowledge of subject matter.
2. Conducts appropriate assessment activities.
3. Develops instructional objectives based on assessments and IEP goals.
4. Prepares daily lesson plans in a timely manner.
5. Lesson plans include a variety of activities to maintain student interest and
attention.
6. Lesson plans include appropriate evaluation and progress monitoring
activities.
7. Maintains daily records and makes data-based instructional decisions.
Comments:
C. Conducting Lessons
1. Begins and ends lessons on time.
2. Checks prerequisite skills and conducts appropriate reviews.
3. New material is sectioned adequately and interspersed with student
performance checks.
4. Responds and adjusts lesson based on student’s responses and circumstances
5. Reteaches skills when necessary.
6. Uses specific praise to reinforce academic responses and student behavior.
7. Immediately identifies student errors and uses effective correction procedures.
8. Provides clear instructions and criteria for independent assignments.
9. Monitors and assists students during independent work.
Comments:
79
D. Consultation Skills and Professional Relationships
1. Participates in school activities.
2. Works collaboratively with cooperating teacher.
3. Works collaboratively with and utilizes paraprofessionals effectively.
4. Works collaboratively with parents.
5. Works collaboratively with other teachers and supports students in general
education environments
Comments:
E. IEP Development and Implementation
1. Conducts assessment to write IEP
2. Contributes and collaborates in development of IEP that adheres to IDEIA and
Colorado law.
3. Collects IEP data and monitors IEP.
4. Can state IEP timelines and completes IEP activities in a timely manner.
5. Participates in IEP meetings appropriately.
Comments:
F. Personal Development
1. Demonstrates maturity in receiving and adjusting teaching skills based on
constructive feedback.
2. Demonstrates emotional control and poise.
3. Is responsible and dependable.
Comments:
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Licensure Recommendation Form
Special Education Program
University of Colorado at Colorado Springs
Name
____________________________________________
Mailing Address
____________________________________________
____________________________________________
____________________________________________
This student demonstrated the Special Education Generalist Standards. I recommend this individual for
Special Education Generalist Licensure:*
Licensure/Grade Level
Cooperating Teacher Signature
Special Education Generalist – Elementary
Special Education Generalist - Secondary
Date
___________________
Principal ________________________________
School ________________________________
City
Date
___________________
________________________________
University Supervisor ______________________
*Note: Recommendations for both age levels must be complete for Initial Special Education Generalist
Licensure recommendation to CDE unless the student teacher holds a Colorado Teaching License and is
seeking the Special Education Generalist Endorsement.
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