Special Education Field Experience Assessments and Scoring Guides
Candidates complete three field experience that require them to teach two or more lessons. In SPED 430
(Fieldwork in Elementary Classrooms) and SPED 445 (Fieldwork in Secondary Classrooms), candidates
implement a unit of instruction that was developed in conjunction with the corresponding methods class
that is a co-requisite for the field experience. This unit becomes one component of a Teacher Work
Sample, which is completed in both settings. Candidates are also observed and evaluated by their WIU
supervisor and the classroom mentor teacher during SPED 430 and SPED 445.
SPED 420/430 and 440/445 Teacher Work Sample
Overview:
Candidates will develop units of instruction based on the needs and characteristics of the students with whom they
work in SPED 430, Elementary Fieldwork. Instructional content will be determined by the IEPs of the students,
Illinois State Learning Standards, district curriculum, and the input of the mentor teacher. Each unit of instruction
must contain a minimum of 8 lesson plans. These lesson plans must be complete plans, using the format shown
in the document in this packet titled, “Lesson Plan Evaluation and Feedback”. Do not use another format for
your lesson plans. Each student will teach at least 5 of the 8 lessons. (Most candidates will have many
opportunities to teach during the field experience that are not connected to the unit of instruction in the Teacher
Work Sample [TWS]). You may NOT develop a TWS for spelling. You may NOT develop a TWS for a single
student.
When the TWS is turned into your SPED 420 instructor, all of the following should be included together in one
neat package. Please put the TWS in a notebook (binder) with tabs to separate the sections and lessons. Please do
not use plastic covers except when including materials that have multiple pieces, such as a puzzle. The following
must be included in the following order:
1. Context of the Classroom (Description). Identify any elements in the class, school, or community that
may impact the learning of your students. Examples include, but are not limited to, economic factors, any
areas of conflict in the community or school, the neighborhood in which the school is built, family
factors, etc. Describe your classroom specifically: How many students are in the class? What percentage
of your students are boys? Girls? What disabilities are present? (A label is not necessary. What academic
or behavioral difficulties are being addressed in the class?) Describe the physical layout of the class.
(Also include a diagram of the physical layout). What are class rules? What is the class schedule? Are
there elements in the classroom that seem to enhance student learning? Are there any elements that seem
to get in the way of student learning? (This is not a question about the teacher).
2. Rationale. Briefly describe the content and skills of the unit and the reason(s) why you think the content
you have chosen is worth the children’s time. What information about student characteristics and needs
did you use in planning the unit? How does the content you have chosen fit into the district curriculum?
3. Connection of the unit to the student’s IEP. What goals and objectives that are listed on the students’
IEPs are connected to the lessons you teach? You may list these separately by child or list the together if
several of the children have similar goals and objectives. If you are not allowed to see the children’s’
IEPs, address the connection between the instructional unit and State testing (ISAT or PSE).
4. Assessment Plan. Do not plan instruction before assessing your students. Include a copy of the preassessment tool. Explain why you chose to assess the content/skills in that manner. What information
guided you to choose this approach?
5. Materials. Please list the materials you used for the unit. Include both materials that you used to prepare
for instruction and those materials that you chose to use with the students. You must use at least 3
materials that are not available in the classroom in which you teach. Please asterisk (*) those items. Use
APA format. Write a brief narrative about why the materials chosen are appropriate for the students you
teach and for the content you have chosen.
6. Lesson plans. Include the following items:
State Standards
Objectives for the lesson
Materials to be used with the students and the materials you used to prepare the lesson
Anticipatory Set
Input
Modeling
Checking for Understanding
Guided Practice
Independent Practice
Lesson Closure
Lesson Reflections
Lesson Plan Reflections: The purpose of these questions is not for you to be overly critical of your
performance but to help you identify which elements of your teaching need improvement and which
successful elements of your teaching you can build upon. Use as much space as you need.
a. Evaluate your preparation for the lesson. Did you have all the materials, directions etc.
ready to teach? What organizational elements were successful? What organizational
elements would you change?
b. Evaluate your behavior management skills during this lesson. Were the students on task?
Were they respectful of you and each other? Did you think that you were aware of what was
happening in all corners of the room? Describe what was successful, what you’d like to
change.
c. Evaluate your time management skills during this lesson. Did you have enough time to
do what you’d planned? Did you have back up materials for students who did not understand
or who finished more quickly than anticipated? Was time wasted in any way?
d. Evaluate the quality and quantity of feedback you provided for your students. Did your
questions help students participate in the lesson? Were you able to clarify the lesson
content/skills for students? Did you provide feedback to all of the students prior to measuring
their progress?
e. Were your students successful in meeting the stated objective(s) of the lesson? If your
answer is “yes”, what do you think contributed to their success? If your answer is “no”, what
do you think might have helped the students succeed?
7. Post- assessment and explanation. Include a copy of the assessment tool, a graphic or visual display
that demonstrates student achievement on identified objectives, examples of student work, and an
explanation of the objectives on which students were most successful and those objectives where
additional instruction would be desirable.
8. Unit Reflection. (Please note. Candidates must reflect after each lesson taught. Those reflections
must be included in the lesson plans. The unit reflection requires different information and is a
separate component of the TWS). Please address the following as specifically as possible:
a. How did your teaching change over the course of the unit?
For b and c, please address your preparation for the content of the unit, your daily preparation and
organization, classroom and behavioral management skills, your ability to adapt instruction for the
varying needs of your students, and use of instructional time.
b.
c.
d.
e.
What are you most proud of in your teaching of this unit? What gains did you make, as a teacher?
What areas of teaching were most challenging for you?
If you were to teach this unit again, what would you change?
If you were to choose a unit to follow the unit you just taught, what content or skills would you
choose? Why?
f. What did you learn about your students during the course of the unit?
g. How did teaching this unit impact your understanding of the TEP Dispositions?
SPED 420/430 and 440/443 Teacher Work Sample Evaluation
Student:
Unit:
Demonstrates
novice performance – 2
CATEGORY
Demonstrates no
skill/proficiency—1
1
State Standards
CEC Standard 7
CC4L, CC4Q,
LBS3G, LBS4O
Too few standards are
listed and/or standards are
inappropriate in more than
one area
Standards (2-3) are
inappropriate in at least
one area: grade level,
exceptional conditions,
learning objectives
2
Behavioral
objectives
CEC Standard 7:
Instructional
Planning
One or more
instructional/behavioral
objectives do not meet
criteria for writing
objectives and are
inappropriate given
students’ grade levels,
exceptional conditions,
selected standards,
assessment information
One or more
instructional/behavioral
objectives do not meet
criteria for writing
objectives or are
inappropriate given
students’ grade levels,
exceptional conditions,
selected standards,
assessment information
3
Essential
Questions
CC4Q, CC4R,
CC4S, LBS4O,
LBS4P, CC6M,
LBS6H
Essential questions do not
relate to unit instruction
Essential questions relate
to unit but do not relate to
long-term instructional
goals
4
Choice of Content
CEC1, 2, 3, 5, 7, 8,
10, LBS2A, CC2Q,
LBS3B, LBS3E,
LBS3G, LBS3N,
CC4L, CC4N,
CC4P, LBS4C,
CC4Q, CC4R,
CC4X, CC4Z,
LBS4O, LBS6A,
CC6C, CC6M,
LBS6S
Choice of content seems
unrelated to best practice
or learners’ needs
Choice of content is based
on collaboration with
other educators &/or
related service providers,
and learners’ grade levels
but shows little awareness
of evidence-based best
practice; laws & policies;
or learner’s primary
language, grade levels,
knowledge, problemsolving & performance
skills, or exceptional
conditions
Demonstrates
proficiency
w/assistance – 3
Selected standards
(2-3) are
appropriate, in
terms of grade
level, exceptional
conditions, and
learning objectives;
have been selected
with
teacher/instructor
assistance
All instructional
behavioral
objectives meet
criteria for writing
but one or more are
initially
inappropriate given
students’ grade
levels, exceptional
conditions, selected
standards,
assessment
information
Essential questions
relate to long term
student learning and
this unit as a part of
that learning;
assistance was
required in
developing
essential questions
Choice of content is
based on evidencebased best
practice; laws &
policies; &
collaboration with
other educators &
related service
providers, but does
not reflect learners’
primary language,
grade levels,
knowledge,
problem-solving &
performance
skills, or
exceptional
conditions
Demonstrates
proficiency – 4
Selected standards
(2-3) are
appropriate in
terms of grade
level, exceptional
conditions, and
learning objectives
All instructional/
behavioral
objectives meet 4
criteria:
condition(2) stated,
student(s) named,
target behavior
clearly identified,
means of
measuring success
are clear and are
are appropriate
given students’
grade levels,
exceptional
conditions,
selected standards,
assessment
information
Essential questions
relate to long term
student learning
and this unit as a
part of that
learning
Explanation for
choice of unit
content is clear &
appropriate given
evidence-based
best practice; laws
& policies;
learners’ primary
language, grade
levels, knowledge,
problem-solving
& performance
skills, exceptional
conditions, &
collaboration with
other educators &
related service
providers
5
Pre-instruction
assessment +
explanation
CEC 2Q, LBS3B,
LBS3C, LBS3E,
LBS3G, LBS3K,
LBS3N, LBS4H,
CC4Z, LBS4P,
CC6H, CC6K,
LBS6I
No pre-assessment
included; assessment is not
designed to yield
information to help in
instructional decision
making
Assessment instruments
used prior to instruction
show little understanding
of measurement theory &
practice, do not include
needed supports and
adaptations, are not part
of ongoing analysis of
individual progress, and
may be inappropriate given
learners’ strengths &
needs; decisions are clearly
described but may be
inappropriate given learner
needs
7
Materials
CEC 2, 3, 5, 6, 7, 8,
9
CC2Q, LBS3G,
LBS3N, CC4M,
CC40, CC4P,
LBS4H, CC4Q,
CC4R, CC4Z,
LBS4P, CC6A,
LBS6E, CC6C,
CC6H, CC6M
Instructional materials list
is incomplete; materials
are not listed; materials are
inappropriate given lesson
objectives & abilities &
behaviors of individuals
with exceptional learning
needs
Instructional materials to
be used by T and SS are
listed, are inappropriate
given lesson objectives
and/or abilities &
behaviors of individuals
with exceptional learning
needs, & are not modified
appropriately
LESSON PLANS:
8
Anticipatory Set
CEC 2, 3, 4, 5, 6, 7, 8
LBS2A, LBS2B, CC2Q,
CC4R, CC4X, CC4Z,
LBS40, CC5B, CC5D,
CC5L, CC6A, CC6C,
CC61, CC6K, CC6M,
LBS6H, LBS6Q, LBS6T
9
Input
CEC 4, 6, 7, 8, 10,
LBS2A, LBS2B, CC2Q,
CC4Q, CC4R, CC4S,
CC4X, CC4Z, LBS40,
LBS4P, CC6A, LBS6A,
LBS6E, CC6C, CC6I,
CC6K, CC6M, LBS6G,
LBS6H, LBS6I, LBS6Q,
LBS6S
Formal and/or
informal
assessment
instruments used
prior to instruction
show
understanding of
measurement
theory & practice,
include supports
and adaptations as
necessary and are
part of regular
monitoring of
student progress;
decision made do
not reflect ongoing
analysis of
individual
progress, are not
clearly described,
&/or are
inappropriate given
student strengths &
needs
Instructional
materials to be used
by T and SS are
listed and are
educationally
sound, but materials
do not reflect
varying abilities &
behaviors of
individuals with
exceptional
learning needs, &
are not modified
appropriately as
needed by learners
Purpose of lesson
was not clearly
stated, no minimal
attempt to engage
student interest was
made, connection to
previous learning
was not made
known or made
clear.
One or more of the
following were not
accomplished at the
beginning of each
lesson: purpose was
clearly stated, student
interest was engaged,
connection to previous
learning was clear
The following were included
at the beginning of each
lesson: purpose was clearly
stated, student interest was
engaged, connection to
previous learning was clear,
one or all of these were
provided by other educators or
related service providers
Lesson cannot be
followed as written
Instructional strategies
may not be evidencebased; explanation of
lesson/activity steps is
confusing to students
or demonstrates a lack
of prior preparations;
examples & nonexamples are
inappropriate
Evidence-based instructional
strategies are used but are
selected by other educators;
steps are explained but
students do not fully
understand; examples and
non-examples may be
confusing to students
Formal and/or
informal
assessment
instruments used
prior to instruction
show
understanding of
measurement
theory & practice,
include supports
and adaptations
as necessary and
are part of regular
monitoring of
student progress;
decisions related
to instruction are
based on ongoing
analysis of
individual
progress, are
clearly described
and are appropriate
All instructional
materials to be
used by T and SS
are listed, are
appropriate given
varying abilities
& behaviors of
individuals with
exceptional
learning needs,
are educationally
sound, and are
modified
appropriately as
needed by learners
All of the
following were
included in the
beginning of the
lesson: purpose
clearly stated,
student interest was
engaged,
connection to
previous learning
was clear
Evidence-based
instructional
strategies are used;
lesson/activity
steps are clearly
explained & can be
easily followed.
Examples & nonexamples are
predetermined &
appropriate
10
Modeling
CEC 4, 6, 7, 8, 10,
LBS2A, LBS2B, CC2Q,
CC4Q, CC4R, CC4S,
CC4X, CC4Z, LBS4O,
LBS4P, CC6A, LBS6A,
LBS6E, CC6C, CC6I,
CC6K, CC6M, LBS6G,
LBS6H, LBS6I, LBS6Q,
LBS6S
Little/no modeling
of knowledge/skills
occurs; lesson
proceeds without
clarification; SS
have no opportunity
to ask
questions/seek
clarification; SS
demonstrates
confusion/lack of
understanding
Modeling of
knowledge/skills is
evident but needs
further clarification of
demonstrates
inadequate prior
preparation; SS have
few opportunities for
feedback and
questions/clarification;
SS demonstrates
confusion/lack of
understanding
Understanding of
content and directions
are monitored
infrequently for both
individuals and the
group; T responds to
varying abilities and
behaviors of SS;
questions/responses to
facilitate monitoring
are inadequate/fail to
clarify learning; T
responds minimally to
SS confusion/lack of
understanding
Instructional plans
emphasize modeling of
knowledge and skills;
modeling supports
maintenance and
generalization but has been
selected/directed by other
educators; SS have limited
opportunities for feedback and
questions/clarification
11
Checking for
understanding
CEC 2, 3, 4, 5, 6, 7
LBS2A, LBS2B, CC2Q,
LBS4H, CC4R, CC4Z,
LBS6C, LBS6E, CC6C
Understanding of
content and
directions is not
monitored; SS
confusion/lack of
understanding is not
or is inadequately
addressed
12
Guided practice
CEC 3, 4, 6, 7, 8
LBS2A, LBS2B, CC2Q
SS have no/little
opportunity to
practice new skills
or interact with
content; SS are
given no
feedback/correction;
feedback is general,
no based on specific
SS performance;
practice activities
are used as
assessment
SS have little
opportunity to practice
new skills or interact
with content; SS are
given minimal
feedback/correction;
feedback is general,
not based on specific
SS performance;
practice activities are
used as assessment
Instructional plans provide
for efficient guided practice
to ensure acquisition and
fluency as well as
maintenance and
generalization; SS are given
immediate
feedback/correction based on
SS performance, using
effective language models;
guided practices activities
suggested by other educators
13
Assessment/Independent
CEC 3, 4, 6, 7, 8
LBS 2A, LBS3B, LBS3E,
LBS6E, CC6K, LBS6T
Target objectives
are not/inadequately
assess; rubrics do
not provide usable
information;
assessment provides
little information for
decision-making
Target objective is
assess, rubrics do not
provide
adequate/usable
information;
assessment provides
little information for
decision-making;
assessment does not
include appropriate
supports and
adaptations to meet
learners’ needs
Target objective is assessed as
stated, rubrics are used
appropriately, assessment is
nonbiased, meaningful, &
provides information for
subsequent decision-making;
assessment includes
appropriate supports and
adaptations to meet
learners’ needs;
assessment/rubric/instructional
decisions are designed/made
in collaboration with other
educators
14
Post –instruction
assessment +
explanation
CEC 7, 8
No pre-assessment
included;
assessment does not
yield information to
Assessment
instruments used prior
to instruction show
little understanding
Formal and/or informal
assessment instruments used
following instruction show
understanding of
Understanding of content and
directions are monitored
repeatedly for both individuals
and the group; T responds to
varying abilities and
behaviors of SS;
questions/responses to
facilitate monitoring have
been suggested by other
educators; T responds
minimally to SS
confusion/lack of
understanding
Individualized
Instructional
plans emphasize
explicit modeling
that supports
maintenance and
generalization of
knowledge and
skills; SS have
many opportunities
for feedback and
questions
/clarification
Understanding of
content and
directions are
monitored
continuously for
both individuals
and the group; T
responds to
varying abilities
and behaviors of
SS; T demonstrates
understanding of
language
enhancement
strategies and
facilitates
understanding of
subject matter
Individualized
instruction plans
emphasize
efficient guided
practice to ensure
acquisition and
fluency as well as
maintenance and
generalization; SS
are given
immediate
feedback/correction
based on SS
performance, using
effective language
models
Target objective is
assessas stated,
rubrics are used
appropriately,
assessment is
nonbiased,
meaningful, &
provides
information for
subsequent
decision-making;
assessment
includes
appropriate
supports and
adaptations to
meet learners’
needs
Formal and/or
informal
assessment
instruments used
CC2Q, LBS3B, LBS3E,
LBS4O
help in instructional
decision making
of measurement
theory & practice, do
not include needed
supports and
adaptations, are not
part of ongoing
analysis of individual
progress, and may be
inappropriate given
learner’s strengths &
needs; decisions are
clearly described but
may be inappropriate
given learner needs
measurement theory &
practice, include supports
and adaptations as necessary,
and are part of regular
monitoring of student
progress; decisions made do
not reflect ongoing analysis
of individual progress, are
not clearly described , &/or
are inappropriate given
student strengths & needs
15
Student work samples +
explanation
No work samples
attached or
explained
Student work samples
attached; relationship to
student learning and to
instructional decision-making
are unclear; student work
includes materials provided by
other educators, but
inadequately/inappropriately
used by T
16
Self evaluation
CEC 9, 10
CC8A, CC9C, CC9D
Written reflection is
missing or
inadequate &
provides little to no
reflection on
instructional
practice
Some student work
samples attached;
relationship to student
learning and to
instructional decisionmaking are notinadequately
explained; decisions
made to not reflect
results of student work
Written reflection
demonstrates little
awareness of own
attitudes, behaviors,
and ways of
communicating that
influence practice;
shows no awareness
of limits of practice;
shows little to no
attention to
professional &
instructional
development
Written reflection
demonstrates inadequate
exploration of own & others’
attitudes, behaviors, and
ways of communicating that
influence practice; limited
awareness of limits of
practice; demonstrates
limited attention to
professional & instructional
development
following
instruction show
understanding of
measurement
theory & practice,
include supports
and adaptations
as necessary, and
are part of regular
monitoring of
student progress;
decisions related
to instruction are
based on ongoing
analysis of
individual
progress, are
clearly described
and are appropriate
Student work
samples are
attached;
relationship to
student learning
and to T decisionmaking process are
clearly described
Written reflection
demonstrates
awareness of own
and others’
attitudes,
behaviors, and
ways of
communicating
that influence
practice; helps to
identify own limits
of practice and
demonstrates
ongoing attention
to professional &
instructional
development
Western Illinois University
SPED 430/445 Practicum
WIU Field Supervisor Evaluation Rubric (Observation)
Student: ______________________________________
Grade Level: __________________________
School: ______________________________________
Date: ________________________________
Evaluator: ____________________________________
Semester: Fall ________ Spring _________
Criteria for ratings:
1 – (D) Demonstrates no skill/proficiency: Performance indicates little awareness or knowledge of appropriate professional behaviors
or strategies related to instruction, collaboration, or appropriate interactions with students.
2 – (C) Demonstrates novice performance: Performance demonstrates some knowledge of appropriate professional behaviors and/or
instructional strategies, although further practice and development are needed.
3 – (B) Demonstrates proficiency with assistance: Performance indicates adequate knowledge of professional behaviors and strategies
that are used appropriately under the guidance of a supervising teacher.
4 – (A) Demonstrates proficiency: Performance indicates awareness, knowledge and use of appropriate professional behaviors and
strategies; student demonstrates readiness to independently perform tasks with little or no supervision
Skills
Demonstrates effective overall professionalism in the following areas:
Manages preparation tasks (10)
Manages student-student and student-teacher interactions (5)
Responds to feedback appropriately (9)
Practices within one’s skill limit and obtains assistance as needed (9)
Proficient in oral and written communication (9)
Conducts activities consistent with the law (9)
On time/dependable (9)
Demonstrates regard for and responds appropriately to student differences: Culture,
religion, gender, linguistics, sexual orientation, and chronological age (1)
Develops and selects resources and materials appropriate for student needs (4)
Adapts methods, curriculum, materials to needs of individuals with disabilities in all
Environments (7)
Uses varied methods and specialized strategies appropriate for individuals with
disabilities. Please indicate abilities in the following areas that apply:
Reading (4)
Math (4)
Oral language (4)
Written language (4)
Content areas :
Social Skills (4)
Vocational (4)
Study skills (4)
Spelling (4)
Develops appropriate lesson plans that incorporate curriculum and instruction
strategies with individual education goals and benchmarks (7)
Implements instruction and integrates general education and specialized curricula (4)
Gathers and utilizes evidence of student performance in making instructional decisions (8)
Selects, designs, and uses appropriate technology required to educate individuals with
disabilities (7)
Creates environment that promotes learning including:
Rapport with learners (5)
Communication skills (6)
Serving as positive role model (5)
Pace of instruction (4)
Consistent routines and structure (7)
Creates and maintains records (8)
Uses strategies for group and individual behavior management, crisis prevention,
and intervention (5)
Comments:
1
2
3
4
N/A
NA
NA
NA
NA
SPED 430/445 Practicum
Mentor Teacher Mid-Term/Final Evaluation Rubric
Student: ______________________________________
Grade Level:
School: ______________________________________
Date:
__________________________
________________________________
Evaluator: ____________________________________
Mid-Term Eval ________ Final Eval _________
Criteria for ratings:
1 (D) – Demonstrates no skill/proficiency: Performance indicates little awareness or knowledge of appropriate
professional behaviors or strategies related to instruction, collaboration, or appropriate interactions with students.
2 (C) – Demonstrates novice performance: Performance demonstrates some knowledge of appropriate professional
behaviors and/or instructional strategies, although further practice and development are needed.
3 (B) – Demonstrates proficiency with assistance: Performance indicates adequate knowledge of professional behaviors
and strategies that are used appropriately under the guidance of a supervising teacher.
4 (A) – Demonstrates proficiency: Performance indicates awareness, knowledge and use of appropriate professional
behaviors and strategies; student demonstrates readiness to independently perform tasks with little or no supervision.
Skills
1
2
3
4
Demonstrates effective overall professionalism in the following areas:
Manages preparation tasks (10)
Manages student-student and student-teacher interactions (5)
Responds to feedback appropriately (9)
Practices within one’s skill limit and obtains assistance as needed (9)
Proficient in oral and written communication (9)
Conducts activities consistent with the law (9)
On time/dependable (9)
Demonstrates regard for and responds appropriately to student differences: Culture,
religion, gender, linguistics, sexual orientation, and chronological age (1)
Develops and selects resources and materials appropriate for student needs (4)
Adapts methods, curriculum, materials to needs of individuals with disabilities in all
Environments (7)
Uses varied methods and specialized strategies appropriate for individuals with disabilities.
Please indicate abilities in the following areas that apply:
Reading (4)
Math (4)
Oral language (4)
Written language (4)
Content areas:
Social Skills(4)
Vocational (4)
Study skills (4)
Spelling (4)
Develops appropriate lesson plans that incorporate curriculum and instruction
strategies with individual education goals and benchmarks (7)
Implements instruction and integrates general education and specialized curricula (4)
Gathers and utilizes evidence of student performance in making instructional decisions (8)
Selects, designs, and uses appropriate technology required to educate individuals with
disabilities (7)
Creates environment that promotes learning including:
Rapport with learners (5)
Communication skills (6)
Serving as positive role model (5)
Pace of instruction (4)
Consistent routines and structure (7)
Creates and maintains records (8)
Uses strategies for group and individual behavior management, crisis prevention,
and intervention (5)
Comments: Please comment about the student’s experience in your classroom. You may write on the back.
N/A
NA
NA
NA
NA
Western Illinois University
SPED 460
Alternative Practicum
Mentor Teacher Evaluation Rubric
Student:
Disability(s)
School
Grade Level
Mentor Teacher
Date
Please evaluate the teacher candidate on the following competencies:
1 (D) – Demonstrates no skill/proficiency: Performance indicates little awareness or knowledge of appropriate
professional behaviors or strategies related to instruction, collaboration, or appropriate interactions with
students.
2 (C) – Demonstrates novice performance: Performance demonstrates some knowledge of appropriate
professional behaviors and/or instructional strategies, although further practice and development are needed.
3 (B) – Demonstrates proficiency with assistance: Performance indicates adequate knowledge of professional
behaviors and strategies that are used appropriately under the guidance of a supervising teacher.
4 (A) – Demonstrates proficiency: Performance indicates awareness, knowledge and use of appropriate
professional behaviors and strategies; student demonstrates readiness to independently perform tasks with little
or no supervision.
1
Student attends when scheduled; arrives promptly; notifies teacher prior to absence (9)
Student conducts instructional or other professional activities consistent with the
requirements of law, rules and regulations, and local district policies and procedures
(CC1S2) (9)
Student demonstrates proficient written, verbal, and non-verbal communication techniques
(CC8-S5; CC4-S16) (9)
Student understands the importance of the teacher serving as a model for individuals with
exceptional learning needs (CC8-K12/CC9K2) (9)
Student recognizes the effects of teacher attitudes and behaviors to all students (CC5D) (5)
Student demonstrates approaches to adapting environments to meet specific learning and
developmental needs of individuals (CC5H) (5)
Student demonstrates ethical practices for confidential communication to others about
individuals with disabilities (CC7C/CC10S1) (10)
Student is able to establish and maintain rapport with individuals with and without
exceptional learning needs (CC5S7) (5)
Student practices within own scope of practice and seeks assistance as needed
(LBS8B) (9)
Comments: Please comment about the student’s experience in your classroom.
2
3
4
N/A
SPED 460
WIU Field Supervisor Final Evaluation
Name:
TEP-Category
Semester:
5Unacceptable
10Acceptable
with Concerns
15Acceptable
20 - Target
Collaboration
Honesty/
Integrity
Respect/ Emotional
Maturity
Commitment to
Learning
Responsibility
100 possible
points