Final Student Teacher Evaluation Fall 2014
First Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
1.1
Lesson plan is appropriate to age
group and subject
0
0
0%
1 5%
4 20% 15
75%
2.70
1.2
Demonstrates knowledge of
students’ needs/interests
0
0
0%
1 5%
3 15% 16
80%
2.75
1.3
Demonstrates knowledge of
content & pedagogy
0
0
0%
2 10% 5 25% 13
65%
2.55
1.4
Demonstrates knowledge of
classroom resources
0
0
0%
1 5%
7 35% 12
60%
2.55
1.5
Designs lessons for differentiated
instruction
1
0
0%
0 0%
8 42% 11
58%
2.58
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0%
2 10% 18
90%
2.90
2.2
Interacts respectfully/genuinely
with students
0
0
0%
0 0%
2 10% 18
90%
2.90
2.3
Manages transitions smoothly and
efficiently
0
0
0%
1 5%
7 35% 12
60%
2.55
2.4
Monitors and responds to student
behavior
0
0
0%
1 5%
7 35% 12
60%
2.55
2.5
Arranges and oversees student
work groups
0
0
0%
1 5%
6 30% 13
65%
2.60
2.6
Demonstrates classroom
management strategies
0
0
0%
1 5%
7 35% 12
60%
2.55
3.1
Communicates clear learning
expectations
0
0
0%
0 0%
7 35% 13
65%
2.65
3.2
Communicates
importance/relevance of content
0
0
0%
0 0%
7 35% 13
65%
2.65
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 5%
4 20% 15
75%
2.70
3.4
Introduction (set) is made to the
lesson
0
0
0%
0 0%
6 30% 14
70%
2.70
3.5
Asks key questions allowing
adequate response time
0
0
0%
1 5%
5 25% 14
70%
2.65
3.6
Content/ideas communicated
clearly and accurately
0
0
0%
1 5%
5 25% 14
70%
2.65
Final Student Teacher Evaluation Fall 2014
First Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
3.7
Technology is effectively utilized
0
0
0%
1 5%
6 30% 13
65%
2.60
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0%
5 25% 15
75%
2.75
3.9
Uses variety of materials, activities,
0
and methods
0
0%
1 5%
5 25% 14
70%
2.65
3.10
Assesses students for
understanding during the lesson
0
0
0%
1 5%
6 30% 13
65%
2.60
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
0 0%
8 40% 12
60%
2.60
3.12
Assessment is made at the
conclusion of a lesson
1
0
0%
1 5%
6 32% 12
63%
2.58
3.13
Lesson plan is followed and
adjusted when necessary
0
0
0%
0 0%
5 25% 15
75%
2.75
3.14
Uses correct oral and written
language
0
0
0%
0 0%
5 25% 15
75%
2.75
4.1
Professional in appearance and
demeanor
0
0
0%
0 0%
1 5%
19
95%
2.95
4.2
Assignments are neat and timely
0
0
0%
1 5%
1 5%
18
90%
2.85
4.3
Follows rules and policies of the
institution
0
0
0%
0 0%
2 10% 18
90%
2.90
4.4
Uses self-reflection for future
teaching
0
0
0%
1 5%
1 5%
18
90%
2.85
4.5
Welcomes and seeks out feedback
for improvement
0
0
0%
0 0%
2 10% 18
90%
2.90
4.6
Works effectively with cooperating
teacher
0
0
0%
1 5%
1 5%
18
90%
2.85
4.7
Communicates well with university
1
supervisor
0
0%
0 0%
1 5%
18
95%
2.95
4.8
Connects with school and
community
0
0%
1 5%
4 20% 15
75%
2.70
0
Final Special Education Addendum Fall 2014
First Placement Special Education Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
The student teacher handles
SPECED information about children,
1.1
peers, colleagues, and
supervisors ethically.
1
0
0%
0 0%
0 0%
16 100% 3.00
The student teacher
SPECED demonstrates flexibility by
1.2
adapting readily to changes
and emergency situations.
1
0
0%
1 6%
1 6%
14 88%
2.81
The student teacher displays
SPECED initiative, punctuality and
1
1.3
accountability on a consistent
basis.
0
0%
1 6%
2 13% 13 81%
2.75
The student teacher develops
an I.E.P. consistent with the
SPECED standards of the school
1.4
district or I.U. (including
assessment by student
teacher).
7
0
0%
1 10% 2 20% 7
The student teacher submits
and discusses lesson plans
SPECED
with cooperating teacher
1.5
and/or paraprofessional in
advance of teaching.
1
0
0%
1 6%
The student teacher
SPECED
demonstrates flexibility in
1.6
planning and scheduling.
1
0
0%
The student teacher writes
SPECED objectives indicating
1
1.7
measurable and/or observable
performance.
0
The student teacher plans a
project (unit, I.E.P, or other
SPECED appropriate project) that
2
1.8
considers specific functional
and/or developmental levels of
students.
SPECED The student teacher utilizes
1.9
Pennsylvania K-12 Academic
1
70%
2.60
1 6%
14 88%
2.81
1 6%
0 0%
15 94%
2.88
0%
1 6%
4 25% 11 69%
2.63
0
0%
1 7%
3 20% 11 73%
2.67
0
0%
0 0%
3 19% 13 81%
2.81
Final Special Education Addendum Fall 2014
First Placement Special Education Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
Standards in planning
instruction.
The student teacher
demonstrates effective
SPECED prevention by anticipating
1
1.10
potential problem areas and
takes precautions to eliminate
them.
0
0%
1 6%
4 25% 11 69%
2.63
The student teacher takes care
SPECED to establish accuracy,
4
1.11
objectivity, and confidentiality
of reports.
0
0%
0 0%
2 15% 11 85%
2.85
The student teacher
SPECED consistently reinforces
1.12
appropriate behavior and
enforces class rules.
1
0
0%
0 0%
4 25% 12 75%
2.75
The student teacher manages
SPECED more than one group
1.13
(subject/program/activity)
simultaneously.
1
0
0%
1 6%
5 31% 10 63%
2.56
The student teacher provides
SPECED
equitable learning
1.14
opportunities for all students.
1
0
0%
1 6%
2 13% 13 81%
2.75
The student teacher effectively
SPECED works with and/or directs
1
1.15
paraprofessionals and/or other
support staff.
0
0%
1 6%
1 6%
14 88%
2.81
The student teacher
SPECED experiments with alternative
1.16
and innovative devices and
techniques.
1
0
0%
1 6%
2 13% 13 81%
2.75
The student teacher gives
SPECED concrete examples and takes
1.17
advantage of real-life
situations.
2
0
0%
1 7%
3 20% 11 73%
2.67
The student teacher effectively
SPECED
works with other teachers in
2
1.18
the school.
0
0%
1 7%
2 13% 12 80%
2.73
Final Special Education Addendum Fall 2014
First Placement Special Education Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
SPECED The student teacher effectively
1
1.19
works with multiple groups.
0
0%
1 6%
3 19% 12 75%
2.69
The student teacher paces
SPECED
lessons to ensure appropriate
1.20
length and sequence.
1
0
0%
1 6%
3 19% 12 75%
2.69
The student teacher
SPECED understands and supports
2
1.21
what the regular class teacher
is teaching.
0
0%
1 7%
2 13% 12 80%
2.73
The student teacher focuses
SPECED on other groups during the
1.22
direct instruction with one or
two other groups.
1
0
0%
1 6%
4 25% 11 69%
2.63
The student teacher uses a
method of record keeping that
SPECED
precisely indicates the growth 5
1.23
and accomplishments of each
child (progress monitoring).
0
0%
1 8%
2 17% 9
75%
2.67
The student teacher records
SPECED
the extent to which objectives
1.24
were achieved.
3
0
0%
1 7%
5 36% 8
57%
2.50
The student teacher reSPECED
teachers or adjusts objectives 1
1.25
which were not achieved.
0
0%
1 6%
3 19% 12 75%
2.69
The student teacher effectively
SPECED links assessments(s) with
5
1.26
intervention approach(es)
delineated in I.E.P.
0
0%
1 8%
2 17% 9
75%
2.67
The student teacher completes
all clerical responsibilities in a
SPECED
timely manner (grading
1
1.27
assignments, attendance,
reports, progress reports, etc.)
0
0%
2 13% 0 0%
14 88%
2.75
Mid-Point Student Teacher Evaluation Fall 2014
1st Placement Dual PK-4/4-8 Coop
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(1)
(2)
(3)
Average
1.1
Lesson plan is appropriate to age
group and subject
0
1
5%
2 9%
3
14% 16
73%
2.55
1.2
Demonstrates knowledge of
students’ needs/interests
0
0
0%
4 18% 6
27% 12
55%
2.36
1.3
Demonstrates knowledge of
content & pedagogy
0
0
0%
3 14% 6
27% 13
59%
2.45
1.4
Demonstrates knowledge of
classroom resources
0
1
5%
3 14% 4
18% 14
64%
2.41
1.5
Designs lessons for differentiated
instruction
1
0
0%
3 14% 9
43% 9
43%
2.29
2.1
Creates a safe, engaging learning
environment
0
0
0%
3 14% 1
5%
18
82%
2.68
2.2
Interacts respectfully/genuinely
with students
0
1
5%
1 5%
5%
19
86%
2.73
2.3
Manages transitions smoothly and
0
efficiently
1
5%
5 23% 8
36% 8
36%
2.05
2.4
Monitors and responds to student
behavior
0
0
0%
4 18% 9
41% 9
41%
2.23
2.5
Arranges and oversees student
work groups
0
0
0%
3 14% 8
36% 11
50%
2.36
2.6
Demonstrates classroom
management strategies
0
0
0%
3 14% 11 50% 8
36%
2.23
3.1
Communicates clear learning
expectations
0
0
0%
2 9%
10 45% 10
45%
2.36
3.2
Communicates
importance/relevance of content
0
1
5%
2 9%
7
32% 12
55%
2.36
3.3
Voice is loud, clear, and pleasant
0
2
9%
1 5%
4
18% 15
68%
2.45
3.4
Introduction (set) is made to the
lesson
0
0
0%
3 14% 6
27% 13
59%
2.45
3.5
Asks key questions allowing
adequate response time
0
0
0%
4 18% 7
32% 11
50%
2.32
3.6
Content/ideas communicated
clearly and accurately
0
0
0%
3 14% 5
23% 14
64%
2.50
1
Mid-Point Student Teacher Evaluation Fall 2014
1st Placement Dual PK-4/4-8 Coop
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(1)
(2)
(3)
Average
3.7
Technology is effectively utilized
0
1
5%
2 9%
6
27% 13
59%
2.41
3.8
Motivates students with positive
reinforcement
0
0
0%
2 9%
3
14% 17
77%
2.68
3.9
Uses variety of materials,
activities, and methods
0
0
0%
3 14% 7
32% 12
55%
2.41
3.10
Assesses students for
understanding during the lesson
0
0
0%
3 14% 7
32% 12
55%
2.41
3.11
Appropriate summary/conclusion
evidenced
0
1
5%
2 9%
7
32% 12
55%
2.36
3.12
Assessment is made at the
conclusion of a lesson
0
0
0%
4 18% 8
36% 10
45%
2.27
3.13
Lesson plan is followed and
adjusted when necessary
0
0
0%
3 14% 5
23% 14
64%
2.50
3.14
Uses correct oral and written
language
0
0
0%
2 9%
6
27% 14
64%
2.55
4.1
Professional in appearance and
demeanor
0
0
0%
1 5%
3
14% 18
82%
2.77
4.2
Assignments are neat and timely
0
1
5%
2 9%
1
5%
18
82%
2.64
4.3
Follows rules and policies of the
institution
0
0
0%
0 0%
4
18% 18
82%
2.82
4.4
Uses self-reflection for future
teaching
0
0
0%
3 14% 1
5%
18
82%
2.68
4.5
Welcomes and seeks out feedback
0
for improvement
0
0%
2 9%
3
14% 17
77%
2.68
4.6
Works effectively with cooperating
0
teacher
0
0%
1 5%
2
9%
19
86%
2.82
4.7
Communicates well with university
2
supervisor
0
0%
1 5%
1
5%
18
90%
2.85
4.8
Connects with school and
community
1
5%
1 5%
3
16% 14
74%
2.58
3
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(1)
(2)
The student teacher handles
SPECED information about children,
peers, colleagues, and
1.1
supervisors ethically.
2
0
0%
0 0%
6 33% 12
67%
2.67
The student teacher
SPECED demonstrates flexibility by
adapting readily to changes
1.2
and emergency situations.
2
0
0%
3 17% 4 22% 11
61%
2.44
The student teacher displays
SPECED initiative, punctuality and
2
accountability on a consistent
1.3
basis.
0
0%
4 22% 1 6%
72%
2.50
The student teacher develops
an I.E.P. consistent with the
SPECED standards of the school
13
district or I.U. (including
1.4
assessment by student
teacher).
0
0%
1 14% 2 29% 4
57%
2.43
The student teacher submits
and discusses lesson plans
SPECED
with cooperating teacher
1.5
and/or paraprofessional in
advance of teaching.
2
0
0%
4 22% 2 11% 12
67%
2.44
The student teacher
SPECED
demonstrates flexibility in
1.6
planning and scheduling.
3
0
0%
4 24% 0 0%
76%
2.53
The student teacher writes
SPECED objectives indicating
measurable and/or
1.7
observable performance.
4
0
0%
1 6%
7 44% 8
50%
2.44
The student teacher plans a
project (unit, I.E.P, or other
SPECED appropriate project) that
considers specific functional
1.8
and/or developmental levels
of students.
6
0
0%
3 21% 3 21% 8
57%
2.36
Competency
(3)
13
13
Average
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(1)
(2)
3
0
0%
0 0%
5 29% 12
The student teacher
demonstrates effective
SPECED prevention by anticipating
2
potential problem areas and
1.10
takes precautions to eliminate
them.
0
0%
The student teacher takes
SPECED care to establish accuracy,
5
objectivity, and confidentiality
1.11
of reports.
0
The student teacher
SPECED consistently reinforces
appropriate behavior and
1.12
enforces class rules.
2
Competency
The student teacher utilizes
SPECED Pennsylvania K-12 Academic
Standards in planning
1.9
instruction.
(3)
Average
71%
2.71
4 22% 6 33% 8
44%
2.22
0%
1 7%
2 13% 12
80%
2.73
0
0%
3 17% 5 28% 10
56%
2.39
The student teacher manages
SPECED more than one group
3
(subject/program/activity)
1.13
simultaneously.
1
6%
4 24% 6 35% 6
35%
2.00
The student teacher provides
SPECED
equitable learning
3
1.14
opportunities for all students.
0
0%
4 24% 4 24% 9
53%
2.29
The student teacher
SPECED effectively works with and/or
directs paraprofessionals
1.15
and/or other support staff.
5
1
7%
2 13% 2 13% 10
67%
2.40
The student teacher
SPECED experiments with alternative
and innovative devices and
1.16
techniques.
3
1
6%
3 18% 5 29% 8
47%
2.18
SPECED The student teacher gives
1.17
concrete examples and takes
4
0
0%
3 19% 3 19% 10
63%
2.44
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher
SPECED
effectively works with other
1.18
teachers in the school.
5
1
7%
2 13% 3 20% 9
60%
2.33
The student teacher
SPECED
effectively works with
1.19
multiple groups.
4
0
0%
4 25% 6 38% 6
38%
2.13
The student teacher paces
SPECED
lessons to ensure appropriate 2
1.20
length and sequence.
0
0%
4 22% 3 17% 11
61%
2.39
The student teacher
SPECED understands and supports
4
1.21
what the regular class teacher
is teaching.
0
0%
3 19% 2 13% 11
69%
2.50
The student teacher focuses
SPECED on other groups during the
direct instruction with one or
1.22
two other groups.
4
0
0%
5 31% 5 31% 6
38%
2.06
The student teacher uses a
method of record keeping that
SPECED
precisely indicates the growth 7
1.23
and accomplishments of each
child (progress monitoring).
0
0%
4 31% 4 31% 5
38%
2.08
The student teacher records
SPECED
the extent to which objectives 6
1.24
were achieved.
0
0%
4 29% 5 36% 5
36%
2.07
The student teacher reSPECED
teachers or adjusts objectives 4
1.25
which were not achieved.
1
6%
3 19% 5 31% 7
44%
2.13
The student teacher
effectively links
SPECED
assessments(s) with
1.26
intervention approach(es)
delineated in I.E.P.
0
0%
3 23% 4 31% 6
46%
2.23
Competency
(1)
(3)
Average
advantage of real-life
situations.
7
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Coop
Competency
The student teacher
completes all clerical
responsibilities in a timely
SPECED
manner (grading
1.27
assignments, attendance,
reports, progress reports,
etc.)
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
2
0
(1)
0%
4 22% 0 0%
(3)
14
78%
Average
2.56
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
The student teacher handles
SPECED information about children, peers,
colleagues, and supervisors
1.1
ethically.
0
0
0%
0 0% 0 0%
20 100% 3.00
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
0
0
0%
0 0% 1 5%
19 95%
2.95
The student teacher displays
SPECED
initiative, punctuality and
1.3
accountability on a consistent basis.
0
0
0%
1 5% 0 0%
19 95%
2.90
The student teacher develops an
I.E.P. consistent with the standards
SPECED
of the school district or I.U.
1.4
(including assessment by student
teacher).
6
0
0%
0 0% 2 14% 12 86%
2.86
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
0
0
0%
1 5% 1 5%
18 90%
2.85
SPECED The student teacher demonstrates
0
1.6
flexibility in planning and scheduling.
0
0%
0 0% 1 5%
19 95%
2.95
The student teacher writes objectives
SPECED
indicating measurable and/or
0
1.7
observable performance.
0
0%
1 5% 2 10% 17 85%
2.80
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
1.8
functional and/or developmental
levels of students.
1
0
0%
0 0% 2 11% 17 89%
2.89
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
1
0
0%
1 5% 1 5%
17 89%
2.84
The student teacher demonstrates
SPECED effective prevention by anticipating
potential problem areas and takes
1.10
precautions to eliminate them.
0
0
0%
0 0% 2 10% 18 90%
2.90
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
1
0
0%
0 0% 1 5%
18 95%
2.95
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
0
0
0%
0 0% 1 5%
19 95%
2.95
The student teacher manages more
SPECED than one group
(subject/program/activity)
1.13
simultaneously.
0
0
0%
1 5% 4 20% 15 75%
2.70
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
0
0
0%
1 5% 0 0%
19 95%
2.90
The student teacher effectively works
SPECED
with and/or directs paraprofessionals 0
1.15
and/or other support staff.
0
0%
1 5% 1 5%
18 90%
2.85
The student teacher experiments with
SPECED
alternative and innovative devices
0
1.16
and techniques.
0
0%
1 5% 1 5%
18 90%
2.85
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
0
0
0%
1 5% 2 10% 17 85%
2.80
SPECED The student teacher effectively works
0
1.18
with other teachers in the school.
0
0%
0 0% 1 5%
19 95%
2.95
SPECED The student teacher effectively works
0
1.19
with multiple groups.
0
0%
1 5% 3 15% 16 80%
2.75
The student teacher paces lessons to
SPECED
ensure appropriate length and
0
1.20
sequence.
0
0%
1 5% 2 10% 17 85%
2.80
The student teacher understands and
SPECED
supports what the regular class
0
1.21
teacher is teaching.
0
0%
0 0% 3 15% 17 85%
2.85
The student teacher focuses on other
SPECED
groups during the direct instruction
0
1.22
with one or two other groups.
0
0%
0 0% 4 20% 16 80%
2.80
The student teacher uses a method
SPECED
of record keeping that precisely
1.23
indicates the growth and
0
0%
0 0% 4 20% 16 80%
2.80
0
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
accomplishments of each child
(progress monitoring).
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
0
0
0%
1 5% 3 15% 16 80%
2.75
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
0
0
0%
1 5% 2 10% 17 85%
2.80
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
4
0
0%
0 0% 3 19% 13 81%
2.81
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0
0%
1 5% 1 5%
2.85
18 90%
Final Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(1)
(2)
(3)
Average
1.1
Lesson plan is appropriate to age group and
subject
0
0
0%
1 5%
2 10% 18 86%
2.81
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
1 5%
1 5%
19 90%
2.86
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
1 5%
1 5%
19 90%
2.86
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
1 5%
2 10% 18 86%
2.81
1.5
Designs lessons for differentiated instruction
0
0
0%
1 5%
2 10% 18 86%
2.81
2.1
Creates a safe, engaging learning environment 0
0
0%
0 0%
2 10% 19 90%
2.90
2.2
Interacts respectfully/genuinely with students
0
0
0%
0 0%
2 10% 19 90%
2.90
2.3
Manages transitions smoothly and efficiently
0
0
0%
1 5%
2 10% 18 86%
2.81
2.4
Monitors and responds to student behavior
0
0
0%
1 5%
2 10% 18 86%
2.81
2.5
Arranges and oversees student work groups
0
0
0%
0 0%
2 10% 19 90%
2.90
2.6
Demonstrates classroom management
strategies
0
0
0%
0 0%
3 14% 18 86%
2.86
3.1
Communicates clear learning expectations
0
0
0%
1 5%
1 5%
19 90%
2.86
3.2
Communicates importance/relevance of
content
0
0
0%
1 5%
3 14% 17 81%
2.76
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 5%
1 5%
19 90%
2.86
3.4
Introduction (set) is made to the lesson
0
0
0%
1 5%
2 10% 18 86%
2.81
3.5
Asks key questions allowing adequate
response time
0
0
0%
1 5%
1 5%
19 90%
2.86
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
1 5%
2 10% 18 86%
2.81
3.7
Technology is effectively utilized
1
0
0%
1 5%
1 5%
18 90%
2.85
3.8
Motivates students with positive reinforcement 0
0
0%
0 0%
1 5%
20 95%
2.95
3.9
Uses variety of materials, activities, and
methods
0
0
0%
1 5%
1 5%
19 90%
2.86
3.10
Assesses students for understanding during
the lesson
0
0
0%
1 5%
2 10% 18 86%
2.81
3.11 Appropriate summary/conclusion evidenced
0
0
0%
1 5%
4 19% 16 76%
2.71
Final Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
3.12
Assessment is made at the conclusion of a
lesson
0
0
0%
2 10% 2 10% 17 81%
2.71
3.13
Lesson plan is followed and adjusted when
necessary
0
1
5%
0 0%
0 0%
20 95%
2.86
3.14 Uses correct oral and written language
0
0
0%
1 5%
2 10% 18 86%
2.81
4.1
Professional in appearance and demeanor
0
0
0%
0 0%
0 0%
4.2
Assignments are neat and timely
0
1
5%
0 0%
2 10% 18 86%
2.76
4.3
Follows rules and policies of the institution
0
0
0%
0 0%
1 5%
20 95%
2.95
4.4
Uses self-reflection for future teaching
0
0
0%
1 5%
1 5%
19 90%
2.86
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
1 5%
0 0%
20 95%
2.90
4.6
Works effectively with cooperating teacher
0
0
0%
0 0%
0 0%
21 100% 3.00
4.7
Communicates well with university supervisor
0
0
0%
1 5%
1 5%
19 90%
2.86
4.8
Connects with school and community
0
0
0%
1 5%
2 10% 18 86%
2.81
21 100% 3.00
Mid-Point Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher handles
SPECED information about children, peers,
colleagues, and supervisors
1.1
ethically.
0
0
0%
0 0% 2 11% 16
89%
2.89
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
0
0
0%
0 0% 4 22% 14
78%
2.78
The student teacher displays
SPECED
initiative, punctuality and
0
1.3
accountability on a consistent basis.
0
0%
1 6% 3 17% 14
78%
2.72
The student teacher develops an
I.E.P. consistent with the standards
SPECED
of the school district or I.U.
1.4
(including assessment by student
teacher).
10
0
0%
0 0% 5 63% 3
38%
2.38
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
0
0
0%
1 6% 6 33% 11
61%
2.56
The student teacher demonstrates
SPECED
flexibility in planning and
1.6
scheduling.
1
0
0%
1 6% 2 12% 14
82%
2.76
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
0
0
0%
1 6% 9 50% 8
44%
2.39
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
1.8
functional and/or developmental
levels of students.
1
0
0%
1 6% 7 41% 9
53%
2.47
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
0
0
0%
1 6% 4 22% 13
72%
2.67
The student teacher demonstrates
SPECED effective prevention by anticipating
potential problem areas and takes
1.10
precautions to eliminate them.
0
0
0%
1 6% 6 33% 11
61%
2.56
Competency
(1)
(3)
Average
Mid-Point Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
1
0
0%
1 6% 3 18% 13
76%
2.71
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
0
0
0%
0 0% 6 33% 12
67%
2.67
The student teacher manages more
SPECED than one group
(subject/program/activity)
1.13
simultaneously.
1
0
0%
0 0% 9 53% 8
47%
2.47
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
0
0
0%
0 0% 5 28% 13
72%
2.72
The student teacher effectively
SPECED works with and/or directs
paraprofessionals and/or other
1.15
support staff.
1
0
0%
0 0% 7 41% 10
59%
2.59
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
0
0
0%
1 6% 8 44% 9
50%
2.44
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
0
0
0%
0 0% 7 39% 11
61%
2.61
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
1
0
0%
1 6% 3 18% 13
76%
2.71
SPECED The student teacher effectively
1.19
works with multiple groups.
1
0
0%
0 0% 9 53% 8
47%
2.47
The student teacher paces lessons
SPECED
to ensure appropriate length and
1.20
sequence.
0
0
0%
1 6% 7 39% 10
56%
2.50
The student teacher understands
SPECED
and supports what the regular class
1.21
teacher is teaching.
1
0
0%
0 0% 4 24% 13
76%
2.76
SPECED The student teacher focuses on
1.22
other groups during the direct
1
0
0%
1 6% 7 41% 9
53%
2.47
Competency
(1)
(3)
Average
Mid-Point Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Coop
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher uses a method
of record keeping that precisely
SPECED
indicates the growth and
1.23
accomplishments of each child
(progress monitoring).
3
0
0%
1 7% 7 47% 7
47%
2.40
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
2
0
0%
1 6% 8 50% 7
44%
2.38
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
0
0
0%
0 0% 7 39% 11
61%
2.61
The student teacher effectively links
SPECED
assessments(s) with intervention
4
1.26
approach(es) delineated in I.E.P.
0
0%
1 7% 4 29% 9
64%
2.57
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0%
0 0% 4 24% 13
76%
2.76
Competency
(1)
(3)
Average
instruction with one or two other
groups.
1
Mid-Point Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(1)
(2)
(3)
Average
1.1
Lesson plan is appropriate to age group
0
and subject
0
0%
1 6%
4
22% 13
72%
2.67
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
1 6%
6
33% 11
61%
2.56
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
1 6%
6
33% 11
61%
2.56
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
1 6%
5
28% 12
67%
2.61
1.5
Designs lessons for differentiated
instruction
0
0
0%
1 6%
6
33% 11
61%
2.56
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0%
4
22% 14
78%
2.78
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0%
2
11% 16
89%
2.89
2.3
Manages transitions smoothly and
efficiently
0
0
0%
2 11% 10 56% 6
33%
2.22
2.4
Monitors and responds to student
behavior
0
0
0%
0 0%
8
44% 10
56%
2.56
2.5
Arranges and oversees student work
groups
0
0
0%
0 0%
9
50% 9
50%
2.50
2.6
Demonstrates classroom management
strategies
0
0
0%
0 0%
10 56% 8
44%
2.44
3.1
Communicates clear learning
expectations
0
0
0%
0 0%
7
39% 11
61%
2.61
3.2
Communicates importance/relevance of
content
0
0
0%
0 0%
7
39% 11
61%
2.61
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 6%
1
6%
16
89%
2.83
3.4
Introduction (set) is made to the lesson
0
0
0%
0 0%
6
33% 12
67%
2.67
3.5
Asks key questions allowing adequate
response time
0
0
0%
0 0%
6
33% 12
67%
2.67
3.6
Content/ideas communicated clearly and
0
accurately
0
0%
0 0%
6
33% 12
67%
2.67
3.7
Technology is effectively utilized
0
0%
1 6%
6
35% 10
59%
2.53
1
Mid-Point Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Coop
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(1)
(2)
(3)
Average
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0%
3
17% 15
83%
2.83
3.9
Uses variety of materials, activities, and
methods
0
0
0%
0 0%
7
39% 11
61%
2.61
3.10
Assesses students for understanding
during the lesson
0
0
0%
0 0%
6
33% 12
67%
2.67
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
1 6%
6
33% 11
61%
2.56
3.12
Assessment is made at the conclusion
of a lesson
0
0
0%
1 6%
7
39% 10
56%
2.50
3.13
Lesson plan is followed and adjusted
when necessary
0
0
0%
1 6%
4
22% 13
72%
2.67
0
0
0%
0 0%
5
28% 13
72%
2.72
3.14 Uses correct oral and written language
4.1
Professional in appearance and
demeanor
0
0
0%
1 6%
1
6%
16
89%
2.83
4.2
Assignments are neat and timely
0
0
0%
2 11% 0
0%
16
89%
2.78
4.3
Follows rules and policies of the
institution
0
0
0%
0 0%
3
17% 15
83%
2.83
4.4
Uses self-reflection for future teaching
0
0
0%
1 6%
3
17% 14
78%
2.72
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
1 6%
1
6%
16
89%
2.83
4.6
Works effectively with cooperating
teacher
0
0
0%
0 0%
2
11% 16
89%
2.89
4.7
Communicates well with university
supervisor
0
0
0%
0 0%
2
11% 16
89%
2.89
4.8
Connects with school and community
2
0
0%
0 0%
4
25% 12
75%
2.75
Final Student Teacher Evaluation Fall 2014
First Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
1.1
Lesson plan is appropriate to age
group and subject
0
0
0%
1 5% 2
10% 17 85%
2.80
1.2
Demonstrates knowledge of
students’ needs/interests
0
0
0%
0 0% 2
10% 18 90%
2.90
1.3
Demonstrates knowledge of content
0
& pedagogy
0
0%
1 5% 10 50% 9
1.4
Demonstrates knowledge of
classroom resources
0
0
0%
1 5% 8
1.5
Designs lessons for differentiated
instruction
0
0
0%
1 5% 12 60% 7
2.1
Creates a safe, engaging learning
environment
0
0
0%
2.2
Interacts respectfully/genuinely
with students
0
0
2.3
Manages transitions smoothly and
efficiently
0
2.4
Monitors and responds to student
behavior
2.5
45%
2.40
40% 11 55%
2.50
35%
2.30
0 0% 2
10% 18 90%
2.90
0%
0 0% 0
0%
0
0%
1 5% 10 50% 9
45%
2.40
0
0
0%
1 5% 11 55% 8
40%
2.35
Arranges and oversees student
work groups
0
0
0%
1 5% 7
35% 12 60%
2.55
2.6
Demonstrates classroom
management strategies
0
0
0%
0 0% 12 60% 8
3.1
Communicates clear learning
expectations
0
0
0%
0 0% 9
3.2
Communicates
importance/relevance of content
0
0
0%
0 0% 15 75% 5
3.3
Voice is loud, clear, and pleasant
0
0
0%
3.4
Introduction (set) is made to the
lesson
0
0
3.5
Asks key questions allowing
adequate response time
0
3.6
Content/ideas communicated
clearly and accurately
0
20 100% 3.00
40%
2.40
45% 11 55%
2.55
25%
2.25
1 5% 6
30% 13 65%
2.60
0%
0 0% 4
20% 16 80%
2.80
0
0%
1 5% 9
45% 10 50%
2.45
0
0%
1 5% 13 65% 6
30%
2.25
Final Student Teacher Evaluation Fall 2014
First Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.7
Technology is effectively utilized
0
0
0%
0 0% 4
20% 16 80%
2.80
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0% 3
15% 17 85%
2.85
3.9
Uses variety of materials, activities,
0
and methods
0
0%
1 5% 8
40% 11 55%
2.50
3.10
Assesses students for
understanding during the lesson
0
0
0%
1 5% 10 50% 9
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
0 0% 8
3.12
Assessment is made at the
conclusion of a lesson
0
0
0%
0 0% 11 55% 9
3.13
Lesson plan is followed and
adjusted when necessary
0
0
0%
3.14
Uses correct oral and written
language
0
0
4.1
Professional in appearance and
demeanor
0
4.2
Assignments are neat and timely
4.3
45%
2.40
40% 12 60%
2.60
45%
2.45
0 0% 4
20% 16 80%
2.80
0%
0 0% 1
5%
19 95%
2.95
0
0%
0 0% 1
5%
19 95%
2.95
0
0
0%
0 0% 3
15% 17 85%
2.85
Follows rules and policies of the
institution
0
0
0%
0 0% 2
10% 18 90%
2.90
4.4
Uses self-reflection for future
teaching
0
0
0%
0 0% 3
15% 17 85%
2.85
4.5
Welcomes and seeks out feedback
for improvement
0
0
0%
0 0% 1
5%
19 95%
2.95
4.6
Works effectively with cooperating
teacher
0
0
0%
0 0% 1
5%
19 95%
2.95
4.7
Communicates well with university
supervisor
0
0
0%
0 0% 0
0%
20 100% 3.00
4.8
Connects with school and
community
4
0
0%
0 0% 1
6%
15 94%
2.94
Final Special Education Addendum Fall 2014
First Placement Special Education Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher handles
SPECED information about children,
1.1
peers, colleagues, and
supervisors ethically.
4
0
0%
0 0%
0
0%
The student teacher
SPECED demonstrates flexibility by
1.2
adapting readily to changes
and emergency situations.
4
0
0%
1 6%
2
13% 13 81%
2.75
The student teacher displays
SPECED initiative, punctuality and
4
1.3
accountability on a
consistent basis.
0
0%
2 13% 0
0%
2.75
The student teacher develops
an I.E.P. consistent with the
SPECED standards of the school
11
1.4
district or I.U. (including
assessment by student
teacher).
0
0%
0 0%
4
44% 5
56%
2.56
The student teacher submits
and discusses lesson plans
SPECED
with cooperating teacher
1.5
and/or paraprofessional in
advance of teaching.
4
0
0%
1 6%
2
13% 13 81%
2.75
The student teacher
SPECED
demonstrates flexibility in
1.6
planning and scheduling.
4
0
0%
0 0%
2
13% 14 88%
2.88
The student teacher writes
SPECED objectives indicating
1.7
measurable and/or
observable performance.
4
0
0%
0 0%
10 63% 6
The student teacher plans a
project (unit, I.E.P, or other
SPECED appropriate project) that
4
1.8
considers specific functional
and/or developmental levels
of students.
0
0%
1 6%
SPECED The student teacher utilizes
4
1.9
Pennsylvania K-12 Academic
0
0%
0 0%
Competency
Average
16 100% 3.00
14 88%
38%
2.38
2
13% 13 81%
2.75
1
6%
2.94
15 94%
Final Special Education Addendum Fall 2014
First Placement Special Education Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher
demonstrates effective
SPECED prevention by anticipating
1.10
potential problem areas and
takes precautions to
eliminate them.
4
0
0%
0 0%
12 75% 4
The student teacher takes
SPECED care to establish accuracy,
1.11
objectivity, and
confidentiality of reports.
5
0
0%
0 0%
The student teacher
SPECED consistently reinforces
1.12
appropriate behavior and
enforces class rules.
5
0
0%
The student teacher manages
SPECED more than one group
4
1.13
(subject/program/activity)
simultaneously.
0
The student teacher provides
SPECED
equitable learning
4
1.14
opportunities for all students.
The student teacher
SPECED effectively works with and/or
1.15
directs paraprofessionals
and/or other support staff.
The student teacher
SPECED experiments with alternative
1.16
and innovative devices and
techniques.
Competency
Average
Standards in planning
instruction.
25%
2.25
3
20% 12 80%
2.80
0 0%
5
33% 10 67%
2.67
0%
1 6%
5
31% 10 63%
2.56
0
0%
1 6%
2
13% 13 81%
2.75
7
0
0%
1 8%
1
8%
11 85%
2.77
4
0
0%
1 6%
4
25% 11 69%
2.63
The student teacher gives
SPECED concrete examples and takes
4
1.17
advantage of real-life
situations.
0
0%
1 6%
6
38% 9
56%
2.50
The student teacher
SPECED
effectively works with other
1.18
teachers in the school.
0
0%
1 7%
0
0%
14 93%
2.87
5
Final Special Education Addendum Fall 2014
First Placement Special Education Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher
SPECED
effectively works with
1.19
multiple groups.
4
0
0%
1 6%
4
25% 11 69%
2.63
The student teacher paces
SPECED lessons to ensure
1.20
appropriate length and
sequence.
4
0
0%
0 0%
9
56% 7
44%
2.44
The student teacher
SPECED understands and supports
1.21
what the regular class
teacher is teaching.
13
0
0%
0 0%
4
57% 3
43%
2.43
The student teacher focuses
SPECED on other groups during the
4
1.22
direct instruction with one or
two other groups.
0
0%
1 6%
4
25% 11 69%
2.63
The student teacher uses a
method of record keeping
SPECED that precisely indicates the
10
1.23
growth and accomplishments
of each child (progress
monitoring).
0
0%
1 10% 4
40% 5
50%
2.40
The student teacher records
SPECED
the extent to which
1.24
objectives were achieved.
6
0
0%
1 7%
9
64% 4
29%
2.21
The student teacher reSPECED teachers or adjusts
1.25
objectives which were not
achieved.
4
0
0%
1 6%
5
31% 10 63%
2.56
The student teacher
effectively links
SPECED
assessments(s) with
1.26
intervention approach(es)
delineated in I.E.P.
10
0
0%
1 10% 4
40% 5
50%
2.40
The student teacher
completes all clerical
SPECED
responsibilities in a timely
1.27
manner (grading
assignments, attendance,
4
0
0%
1 6%
6%
14 88%
2.81
Competency
1
Average
Final Special Education Addendum Fall 2014
First Placement Special Education Supervisor
Competency
reports, progress reports,
etc.)
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
Mid-Point Student Teacher Evaluation Fall 2014
Dual PK-4/K-8 Placement 1 - Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
1.1
Lesson plan is appropriate to age
0
group and subject
0
0%
2
9%
5
23% 15
68%
2.59
1.2
Demonstrates knowledge of
students’ needs/interests
0
0
0%
1
5%
11 50% 10
45%
2.41
1.3
Demonstrates knowledge of
content & pedagogy
0
0
0%
2
9%
18 82% 2
9%
2.00
1.4
Demonstrates knowledge of
classroom resources
0
0
0%
2
9%
18 82% 2
9%
2.00
1.5
Designs lessons for differentiated
0
instruction
0
0%
10 45% 10 45% 2
9%
1.64
2.1
Creates a safe, engaging learning
0
environment
0
0%
1
5%
6
27% 15
68%
2.64
2.2
Interacts respectfully/genuinely
with students
0
0
0%
0
0%
1
5%
95%
2.95
2.3
Manages transitions smoothly
and efficiently
0
0
0%
2
9%
15 68% 5
23%
2.14
2.4
Monitors and responds to
student behavior
0
0
0%
1
5%
16 73% 5
23%
2.18
2.5
Arranges and oversees student
work groups
0
0
0%
2
9%
17 77% 3
14%
2.05
2.6
Demonstrates classroom
management strategies
0
0
0%
1
5%
19 86% 2
9%
2.05
3.1
Communicates clear learning
expectations
0
0
0%
1
5%
14 64% 7
32%
2.27
3.2
Communicates
importance/relevance of content
0
0
0%
1
5%
17 77% 4
18%
2.14
3.3
Voice is loud, clear, and pleasant 0
0
0%
0
0%
10 45% 12
55%
2.55
3.4
Introduction (set) is made to the
lesson
0
0
0%
0
0%
6
73%
2.73
3.5
Asks key questions allowing
adequate response time
0
0
0%
1
5%
17 77% 4
18%
2.14
3.6
Content/ideas communicated
clearly and accurately
0
0
0%
1
5%
18 82% 3
14%
2.09
21
27% 16
Mid-Point Student Teacher Evaluation Fall 2014
Dual PK-4/K-8 Placement 1 - Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.7
Technology is effectively utilized
0
0
0%
1
5%
16 73% 5
23%
2.18
3.8
Motivates students with positive
reinforcement
0
0
0%
0
0%
8
64%
2.64
3.9
Uses variety of materials,
activities, and methods
0
0
0%
4
18% 16 73% 2
9%
1.91
3.10
Assesses students for
understanding during the lesson
0
0
0%
1
5%
21 95% 0
0%
1.95
3.11
Appropriate summary/conclusion
0
evidenced
0
0%
1
5%
18 82% 3
14%
2.09
3.12
Assessment is made at the
conclusion of a lesson
0
0
0%
0
0%
21 95% 1
5%
2.05
3.13
Lesson plan is followed and
adjusted when necessary
0
0
0%
0
0%
8
36% 14
64%
2.64
3.14
Uses correct oral and written
language
0
0
0%
0
0%
11 50% 11
50%
2.50
4.1
Professional in appearance and
demeanor
0
0
0%
0
0%
3
14% 19
86%
2.86
4.2
Assignments are neat and timely
0
0
0%
1
5%
7
32% 14
64%
2.59
4.3
Follows rules and policies of the
institution
0
0
0%
1
5%
2
9%
86%
2.82
4.4
Uses self-reflection for future
teaching
0
0
0%
0
0%
14 64% 8
36%
2.36
4.5
Welcomes and seeks out
feedback for improvement
0
0
0%
0
0%
8
36% 14
64%
2.64
4.6
Works effectively with
cooperating teacher
0
0
0%
0
0%
1
5%
21
95%
2.95
4.7
Communicates well with
university supervisor
0
0
0%
0
0%
3
14% 19
86%
2.86
4.8
Connects with school and
community
8
0
0%
0
0%
2
14% 12
86%
2.86
36% 14
19
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher handles
SPECED information about children,
peers, colleagues, and
1.1
supervisors ethically.
4
0
0%
0 0%
2
The student teacher
SPECED demonstrates flexibility by
adapting readily to changes
1.2
and emergency situations.
4
0
0%
The student teacher displays
SPECED initiative, punctuality and
4
accountability on a
1.3
consistent basis.
0
The student teacher develops
an I.E.P. consistent with the
SPECED standards of the school
14
district or I.U. (including
1.4
assessment by student
teacher).
The student teacher submits
and discusses lesson plans
SPECED
with cooperating teacher
1.5
and/or paraprofessional in
advance of teaching.
Competency
Average
13% 14
88%
2.88
2 13% 6
38% 8
50%
2.38
0%
2 13% 4
25% 10
63%
2.50
0
0%
2 33% 4
67% 0
0%
1.67
4
0
0%
1 6%
9
56% 6
38%
2.31
The student teacher
SPECED
demonstrates flexibility in
1.6
planning and scheduling.
4
0
0%
1 6%
2
13% 13
81%
2.75
The student teacher writes
SPECED objectives indicating
measurable and/or
1.7
observable performance.
4
0
0%
3 19% 13 81% 0
0%
1.81
The student teacher plans a
project (unit, I.E.P, or other
SPECED appropriate project) that
7
considers specific functional
1.8
and/or developmental levels
of students.
1
8%
1 8%
8
62% 3
23%
2.00
SPECED The student teacher utilizes
4
1.9
Pennsylvania K-12 Academic
0
0%
0 0%
7
44% 9
56%
2.56
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher
demonstrates effective
SPECED prevention by anticipating
potential problem areas and
1.10
takes precautions to
eliminate them.
4
0
0%
1 6%
14 88% 1
6%
2.00
The student teacher takes
SPECED care to establish accuracy,
objectivity, and
1.11
confidentiality of reports.
7
0
0%
1 8%
2
77%
2.69
The student teacher
SPECED consistently reinforces
appropriate behavior and
1.12
enforces class rules.
4
0
0%
0 0%
12 75% 4
25%
2.25
The student teacher manages
SPECED more than one group
4
(subject/program/activity)
1.13
simultaneously.
0
0%
3 19% 10 63% 3
19%
2.00
The student teacher provides
SPECED
equitable learning
4
1.14
opportunities for all students.
0
0%
0 0%
19%
2.19
The student teacher
SPECED effectively works with and/or
9
directs paraprofessionals
1.15
and/or other support staff.
0
0%
2 18% 3
55%
2.36
The student teacher
SPECED experiments with alternative
and innovative devices and
1.16
techniques.
4
0
0%
3 19% 12 75% 1
6%
1.88
The student teacher gives
SPECED concrete examples and takes
4
advantage of real-life
1.17
situations.
0
0%
1 6%
14 88% 1
6%
2.00
The student teacher
SPECED
effectively works with other
1.18
teachers in the school.
0
0%
0 0%
4
71%
2.71
Competency
Average
Standards in planning
instruction.
6
15% 10
13 81% 3
27% 6
29% 10
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher
SPECED
effectively works with
1.19
multiple groups.
4
0
0%
3 19% 10 63% 3
19%
2.00
The student teacher paces
SPECED lessons to ensure
appropriate length and
1.20
sequence.
4
0
0%
2 13% 14 88% 0
0%
1.88
The student teacher
SPECED understands and supports
what the regular class
1.21
teacher is teaching.
13
0
0%
1 14% 4
57% 2
29%
2.14
The student teacher focuses
SPECED on other groups during the
4
direct instruction with one or
1.22
two other groups.
0
0%
2 13% 12 75% 2
13%
2.00
The student teacher uses a
method of record keeping
SPECED that precisely indicates the
10
1.23
growth and accomplishments
of each child (progress
monitoring).
0
0%
4 40% 4
20%
1.80
The student teacher records
SPECED
the extent to which
1.24
objectives were achieved.
6
0
0%
4 29% 10 71% 0
0%
1.71
The student teacher reSPECED teachers or adjusts
objectives which were not
1.25
achieved.
6
0
0%
4 29% 9
64% 1
7%
1.79
The student teacher
effectively links
SPECED
assessments(s) with
1.26
intervention approach(es)
delineated in I.E.P.
13
0
0%
1 14% 6
86% 0
0%
1.86
The student teacher
completes all clerical
SPECED
responsibilities in a timely
1.27
manner (grading
assignments, attendance,
5
0
0%
2 13% 2
13% 11
73%
2.60
Competency
(1)
40% 2
Average
Mid-Point Special Ed Addendum Fall 2014
1st Placement Dual - Supervisor
Competency
reports, progress reports,
etc.)
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
PDE 430 Evaluation Fall 2014
1st Placement Dual K-8/PK-4
Competency
-not set- Unsatisfactory Satisfactory Superior
Exemplary
(-1)
(3)
(0)
(1)
(2)
Average
PDE430 2.1 Rating 0
0
0%
2 10%
4
19% 15 71% 2.62
PDE430 3.1 Rating 0
0
0%
1 5%
17 81% 3
14% 2.10
PDE430 4.1 Rating 0
0
0%
2 10%
15 71% 4
19% 2.10
PDE430 5.1 Rating 0
0
0%
0 0%
10 48% 11 52% 2.52
Final Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
1.1
Lesson plan is appropriate to age group
and subject
0
0
0%
1 5% 0 0%
20 95%
2.90
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
1 5% 0 0%
20 95%
2.90
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
1 5% 8 38% 12 57%
2.52
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
1 5% 4 19% 16 76%
2.71
1.5
Designs lessons for differentiated
instruction
1
0
0%
1 5% 9 45% 10 50%
2.45
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0% 1 5%
20 95%
2.95
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0% 1 5%
20 95%
2.95
2.3
Manages transitions smoothly and
efficiently
0
0
0%
0 0% 6 29% 15 71%
2.71
2.4
Monitors and responds to student
behavior
0
0
0%
0 0% 9 43% 12 57%
2.57
2.5
Arranges and oversees student work
groups
0
0
0%
0 0% 5 24% 16 76%
2.76
2.6
Demonstrates classroom management
strategies
0
0
0%
0 0% 7 33% 14 67%
2.67
3.1
Communicates clear learning
expectations
0
0
0%
1 5% 0 0%
20 95%
2.90
3.2
Communicates importance/relevance of
content
0
0
0%
0 0% 2 10% 19 90%
2.90
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 5% 0 0%
20 95%
2.90
3.4
Introduction (set) is made to the lesson
0
0
0%
0 0% 1 5%
20 95%
2.95
3.5
Asks key questions allowing adequate
response time
0
0
0%
0 0% 6 29% 15 71%
2.71
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
1 5% 9 43% 11 52%
2.48
3.7
Technology is effectively utilized
0
0
0%
0 0% 2 10% 19 90%
2.90
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0% 0 0%
21 100% 3.00
Final Student Teacher Evaluation Fall 2014
2nd Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient Distinguished
(-1) (0)
(2)
(1)
(3)
Average
3.9
Uses variety of materials, activities, and
methods
0
0
0%
0 0% 8 38% 13 62%
2.62
3.10
Assesses students for understanding
during the lesson
0
0
0%
0 0% 2 10% 19 90%
2.90
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
0 0% 6 29% 15 71%
2.71
3.12
Assessment is made at the conclusion of
a lesson
0
0
0%
0 0% 3 14% 18 86%
2.86
3.13
Lesson plan is followed and adjusted
when necessary
0
0
0%
1 5% 3 14% 17 81%
2.76
0
0
0%
1 5% 1 5%
19 90%
2.86
4.1
Professional in appearance and demeanor 0
0
0%
0 0% 1 5%
20 95%
2.95
4.2
Assignments are neat and timely
0
1
5%
0 0% 1 5%
19 90%
2.81
4.3
Follows rules and policies of the
institution
0
0
0%
0 0% 1 5%
20 95%
2.95
4.4
Uses self-reflection for future teaching
0
0
0%
1 5% 0 0%
20 95%
2.90
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
1 5% 0 0%
20 95%
2.90
4.6
Works effectively with cooperating
teacher
0
0
0%
0 0% 0 0%
21 100% 3.00
4.7
Communicates well with university
supervisor
0
0
0%
1 5% 0 0%
20 95%
4.8
Connects with school and community
1
0
0%
0 0% 0 0%
20 100% 3.00
3.14 Uses correct oral and written language
2.90
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Supervisor
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher handles
SPECED information about children, peers,
colleagues, and supervisors
1.1
ethically.
5
0
0%
0 0% 0 0%
15 100% 3.00
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
5
0
0%
0 0% 1 7%
14 93%
2.93
The student teacher displays
SPECED
initiative, punctuality and
5
1.3
accountability on a consistent basis.
0
0%
1 7% 1 7%
13 87%
2.80
The student teacher develops an
I.E.P. consistent with the standards
SPECED
of the school district or I.U.
1.4
(including assessment by student
teacher).
9
0
0%
0 0% 7 64% 4
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
5
0
0%
The student teacher demonstrates
SPECED
flexibility in planning and
1.6
scheduling.
5
0
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
5
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
1.8
functional and/or developmental
levels of students.
Competency
(1)
(3)
Average
36%
2.36
1 7% 0 0%
14 93%
2.87
0%
0 0% 1 7%
14 93%
2.93
0
0%
1 7% 6 40% 8
5
0
0%
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
5
0
The student teacher demonstrates
SPECED effective prevention by anticipating
potential problem areas and takes
1.10
precautions to eliminate them.
5
0
53%
2.47
1 7% 1 7%
13 87%
2.80
0%
0 0% 1 7%
14 93%
2.93
0%
0 0% 7 47% 8
53%
2.53
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Supervisor
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
6
0
0%
0 0% 1 7%
13 93%
2.93
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
5
0
0%
0 0% 4 27% 11 73%
2.73
The student teacher manages more
SPECED than one group
(subject/program/activity)
1.13
simultaneously.
5
0
0%
0 0% 6 40% 9
2.60
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
5
0
0%
0 0% 0 0%
The student teacher effectively
SPECED works with and/or directs
paraprofessionals and/or other
1.15
support staff.
5
0
0%
1 7% 3 20% 11 73%
2.67
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
5
0
0%
1 7% 2 13% 12 80%
2.73
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
5
0
0%
1 7% 0 0%
14 93%
2.87
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
5
0
0%
0 0% 1 7%
14 93%
2.93
SPECED The student teacher effectively
1.19
works with multiple groups.
5
0
0%
1 7% 4 27% 10 67%
2.60
The student teacher paces lessons
SPECED
to ensure appropriate length and
1.20
sequence.
5
0
0%
1 7% 8 53% 6
40%
2.33
The student teacher understands
SPECED
and supports what the regular class
1.21
teacher is teaching.
12
0
0%
0 0% 3 38% 5
63%
2.63
The student teacher focuses on
SPECED other groups during the direct
instruction with one or two other
1.22
groups.
5
0
0%
0 0% 5 33% 10 67%
2.67
Competency
(1)
(3)
60%
Average
15 100% 3.00
Final Special Education Addendum Fall 2014
2nd Placement Dual K-8/PK-4 Supervisor
N/A
Unsatisfactory Basic
Proficient Distinguished
(-1)
(0)
(2)
The student teacher uses a method
of record keeping that precisely
SPECED
indicates the growth and
1.23
accomplishments of each child
(progress monitoring).
6
0
0%
1 7% 3 21% 10 71%
2.64
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
5
0
0%
1 7% 5 33% 9
60%
2.53
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
5
0
0%
1 7% 5 33% 9
60%
2.53
The student teacher effectively links
SPECED
assessments(s) with intervention
8
1.26
approach(es) delineated in I.E.P.
0
0%
0 0% 5 42% 7
58%
2.58
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0%
1 7% 0 0%
14 93%
2.87
Competency
5
(1)
(3)
Average
Mid-Point Special Ed Addendum Fall 2014
2nd Placement Dual - Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
5
0
0%
0 0% 0
0%
15 100% 3.00
The student teacher demonstrates
SPECED flexibility by adapting readily to
5
changes and emergency
1.2
situations.
0
0%
1 7% 2
13%
12 80%
2.73
The student teacher displays
SPECED initiative, punctuality and
accountability on a consistent
1.3
basis.
5
0
0%
1 7% 2
13%
12 80%
2.73
The student teacher develops an
I.E.P. consistent with the
SPECED
standards of the school district or
1.4
I.U. (including assessment by
student teacher).
15
0
0%
0 0% 5
100% 0
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
5
0
0%
0 0% 2
13%
13 87%
2.87
The student teacher demonstrates
SPECED
flexibility in planning and
5
1.6
scheduling.
0
0%
1 7% 0
0%
14 93%
2.87
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
5
0
0%
0 0% 13 87%
2
13%
2.13
The student teacher plans a
project (unit, I.E.P, or other
SPECED
appropriate project) that considers 5
1.8
specific functional and/or
developmental levels of students.
0
0%
1 7% 12 80%
2
13%
2.07
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
0
0%
0 0% 3
12 80%
2.80
Competency
The student teacher handles
SPECED information about children, peers,
colleagues, and supervisors
1.1
ethically.
5
(1)
20%
0%
Average
2.00
Mid-Point Special Ed Addendum Fall 2014
2nd Placement Dual - Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
The student teacher demonstrates
effective prevention by
SPECED
anticipating potential problem
5
1.10
areas and takes precautions to
eliminate them.
0
0%
0 0% 11 73%
4
27%
2.27
The student teacher takes care to
SPECED
establish accuracy, objectivity,
1.11
and confidentiality of reports.
6
0
0%
0 0% 3
11 79%
2.79
The student teacher consistently
SPECED
reinforces appropriate behavior
1.12
and enforces class rules.
5
0
0%
0 0% 13 87%
2
13%
2.13
The student teacher manages
SPECED more than one group
(subject/program/activity)
1.13
simultaneously.
6
0
0%
0 0% 9
64%
5
36%
2.36
The student teacher provides
SPECED
equitable learning opportunities
1.14
for all students.
5
0
0%
0 0% 1
7%
14 93%
2.93
The student teacher effectively
SPECED works with and/or directs
paraprofessionals and/or other
1.15
support staff.
6
0
0%
0 0% 5
36%
9
64%
2.64
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
5
0
0%
1 7% 9
60%
5
33%
2.27
The student teacher gives
SPECED
concrete examples and takes
1.17
advantage of real-life situations.
5
0
0%
0 0% 11 73%
4
27%
2.27
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
6
0
0%
0 0% 3
21%
11 79%
2.79
SPECED The student teacher effectively
1.19
works with multiple groups.
6
0
0%
1 7% 6
43%
7
50%
2.43
The student teacher paces lessons
SPECED
to ensure appropriate length and
5
1.20
sequence.
0
0%
0 0% 8
53%
7
47%
2.47
21%
Mid-Point Special Ed Addendum Fall 2014
2nd Placement Dual - Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher understands
SPECED
and supports what the regular
1.21
class teacher is teaching.
13
0
0%
0 0% 5
71%
2
29%
2.29
The student teacher focuses on
SPECED other groups during the direct
instruction with one or two other
1.22
groups.
6
0
0%
1 7% 8
57%
5
36%
2.29
The student teacher uses a
method of record keeping that
SPECED
precisely indicates the growth and 6
1.23
accomplishments of each child
(progress monitoring).
0
0%
0 0% 8
57%
6
43%
2.43
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
5
0
0%
1 7% 14 93%
0
0%
1.93
The student teacher re-teachers or
SPECED
adjusts objectives which were not 5
1.25
achieved.
0
0%
1 7% 10 67%
4
27%
2.20
The student teacher effectively
SPECED links assessments(s) with
intervention approach(es)
1.26
delineated in I.E.P.
8
0
0%
1 8% 10 83%
1
8%
2.00
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
5
0
0%
1 7% 2
12 80%
Competency
(1)
13%
Average
2.73
Mid-Point Student Teacher Evaluation Fall 2014
2nd Placement Dual Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
1.1
Lesson plan is appropriate to age
group and subject
0
0
0%
0 0% 7
1.2
Demonstrates knowledge of
students’ needs/interests
0
0
0%
0 0% 13 59% 9
41%
2.41
1.3
Demonstrates knowledge of content
0
& pedagogy
0
0%
0 0% 15 68% 7
32%
2.32
1.4
Demonstrates knowledge of
classroom resources
0
0
0%
0 0% 17 77% 5
23%
2.23
1.5
Designs lessons for differentiated
instruction
0
0
0%
1 5% 15 68% 6
27%
2.23
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0% 5
23% 17 77%
2.77
2.2
Interacts respectfully/genuinely
with students
0
0
0%
0 0% 1
5%
21 95%
2.95
2.3
Manages transitions smoothly and
efficiently
0
0
0%
2 9% 9
41% 11 50%
2.41
2.4
Monitors and responds to student
behavior
0
0
0%
1 5% 13 59% 8
36%
2.32
2.5
Arranges and oversees student
work groups
0
0
0%
1 5% 11 50% 10 45%
2.41
2.6
Demonstrates classroom
management strategies
0
0
0%
1 5% 16 73% 5
23%
2.18
3.1
Communicates clear learning
expectations
0
0
0%
1 5% 11 50% 10 45%
2.41
3.2
Communicates
importance/relevance of content
0
0
0%
0 0% 15 68% 7
32%
2.32
3.3
Voice is loud, clear, and pleasant
0
0
0%
0 0% 5
23% 17 77%
2.77
3.4
Introduction (set) is made to the
lesson
0
0
0%
0 0% 5
23% 17 77%
2.77
3.5
Asks key questions allowing
adequate response time
0
0
0%
1 5% 10 45% 11 50%
2.45
3.6
Content/ideas communicated
clearly and accurately
0
0
0%
1 5% 11 50% 10 45%
2.41
3.7
Technology is effectively utilized
5
0
0%
0 0% 8
2.53
32% 15 68%
47% 9
53%
2.68
Mid-Point Student Teacher Evaluation Fall 2014
2nd Placement Dual Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.8
Motivates students with positive
reinforcement
0
0
0%
1 5% 8
3.9
Uses variety of materials, activities,
0
and methods
0
0%
1 5% 13 59% 8
36%
2.32
3.10
Assesses students for
understanding during the lesson
0
0
0%
0 0% 13 59% 9
41%
2.41
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
1 5% 12 55% 9
41%
2.36
3.12
Assessment is made at the
conclusion of a lesson
0
0
0%
1 5% 14 64% 7
32%
2.27
3.13
Lesson plan is followed and
adjusted when necessary
0
0
0%
1 5% 8
36% 13 59%
2.55
3.14
Uses correct oral and written
language
0
0
0%
0 0% 4
18% 18 82%
2.82
4.1
Professional in appearance and
demeanor
0
0
0%
0 0% 1
5%
21 95%
2.95
4.2
Assignments are neat and timely
0
0
0%
1 5% 1
5%
20 91%
2.86
4.3
Follows rules and policies of the
institution
0
0
0%
0 0% 2
9%
20 91%
2.91
4.4
Uses self-reflection for future
teaching
0
0
0%
1 5% 4
18% 17 77%
2.73
4.5
Welcomes and seeks out feedback
for improvement
0
0
0%
0 0% 1
5%
21 95%
2.95
4.6
Works effectively with cooperating
teacher
0
0
0%
0 0% 0
0%
22 100% 3.00
4.7
Communicates well with university
supervisor
0
0
0%
1 5% 1
5%
20 91%
4.8
Connects with school and
community
6
0
0%
0 0% 0
0%
16 100% 3.00
36% 13 59%
2.55
2.86
PDE Evaluation Fall 2014
Placement Dual K-8/PK-4
2nd
Competency
-not set- Unsatisfactory Satisfactory Superior
Exemplary
(-1)
(3)
(0)
(1)
(2)
Average
PDE430 2.1 Rating 0
0
0%
1
5%
3
14% 17 81% 2.76
PDE430 3.1 Rating 0
0
0%
0
0%
9
43% 12 57% 2.57
PDE430 4.1 Rating 0
0
0%
1
5%
10 48% 10 48% 2.43
PDE430 5.1 Rating 0
0
0%
1
5%
0
0%
20 95% 2.90
Lesson Plan Evaluation Fall 2014
Dual K-8/PK-4
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(1)
(2)
(3)
1
LESSON_PLAN
1.1
Standard(s) / Anchors
0
0
0%
0 0%
LESSON_PLAN
1.2
Instructional Objectives
0
0
0%
9 43% 9
LESSON_PLAN
1.3
Essential Questions (EQ)
0
0
LESSON_PLAN
1.4
Formative and Summative
0
Assessment
LESSON_PLAN
1.5
Introduction
LESSON_PLAN
1.6
95%
2.95
43% 3
14%
1.71
0%
5 24% 11 52% 5
24%
2.00
0
0%
5 24% 12 57% 4
19%
1.95
0
0
0%
2 10% 11 52% 8
38%
2.29
Teaching Procedures
0
1
5%
0 0%
62%
2.52
LESSON_PLAN
1.7
Closure
0
0
0%
3 14% 11 52% 7
33%
2.19
LESSON_PLAN
1.8
Differentiated Learning
Activities
0
0
0%
3 14% 15 71% 3
14%
2.00
LESSON_PLAN
1.9
Instructional Resources,
0
Materials, and Technology
0
0%
1 5%
86%
2.81
LESSON_PLAN
1.10
Post-Lesson Reflection /
Analysis
0
0%
2 10% 15 71% 4
19%
2.10
0
7
2
5%
20
Average
33% 13
10% 18
Teacher Disposition Checklist Fall 2014
Dual K-8/PK-4 - Supervisor
Competency
Not
No
set.
experience
(-1)
(0)
Infrequently Sometimes Often
Always
(1)
(2)
(3)
(4)
Average
Complies with university and school
district policies and procedures
TDC (e.g., meets expectations, produces
0
1.1 quality work, exhibits academic
honesty, demonstrates good
citizenship)
0
0%
0
0%
1 5%
3
14% 17 81%
Adheres to local, state and federal
rules and laws (e.g., creates a safe
TDC environment for students,
1.2 demonstrates ethical conduct,
maintains professional
relationships)
0
0
0%
0
0%
0 0%
0
0%
21 100% 4.00
Communicates with honesty and
integrity (e.g., uses appropriate
TDC
language, maintains confidentiality,
1.3
treats all people with respect and
dignity)
0
0
0%
0
0%
0 0%
1
5%
20 95%
3.95
Displays a professional demeanor
TDC (e.g., dresses appropriately, meets
1.4 attendance expectations, actively
participates in class)
0
0
0%
0
0%
1 5%
3
14% 17 81%
3.76
Adheres to all professional
standards, including the use of
TDC
technologies (e.g., accesses
1.5
authorized websites, uses personal
electronic devices as appropriate)
0
0
0%
0
0%
0 0%
1
5%
20 95%
3.95
Exhibits fair treatment of students,
colleagues, professionals, staff, and
TDC families (e.g., promotes social
0
1.6 justice, exhibits fairness in
assessing students’ interactions
with others)
0
0%
0
0%
0 0%
11 52% 10 48%
3.48
Interacts with sensitivity to
community and cultural norms
TDC
(race, ethnicity, age, gender, sexual
1.7
orientation, ability/disability, and
social economic status)
0
0%
0
0%
1 5%
10 48% 10 48%
3.43
0
3.76
Teacher Disposition Checklist Fall 2014
Dual K-8/PK-4 - Supervisor
Competency
Not
No
set.
experience
(-1)
(0)
Infrequently Sometimes Often
Always
(1)
(4)
(2)
(3)
Average
Values and responds to all aspects
TDC of a child’s well-being (cognitive,
0
1.8 emotional, psychological, social and
physical)
0
0%
0
0%
0 0%
10 48% 11 52%
3.52
Utilizes a full range of differentiated
instructional practices (e.g.,
considers students’ strengths,
TDC needs and experiences when
1.9 planning instruction, uses flexible
groupings for instruction, provides
opportunities for all students to
succeed)
0
0%
0
0%
7 70%
3
30% 0
2.30
Meets professional expectations
(e.g., seeks help in a timely manner,
TDC completes assignments on time,
0
1.10 participates equitably in teamwork,
is punctual, follows procedures for
extensions)
0
0%
0
0%
2 10%
4
19% 15 71%
3.62
Considers and responds to multiple
TDC perspectives (e.g., incorporates
0
1.11 professional feedback and
constructive suggestions)
0
0%
0
0%
1 5%
3
14% 17 81%
3.76
Demonstrates kind, caring and
respectful interactions with others
(e.g., maintains emotional control,
TDC
responds appropriately to actions
1.12
and reactions of others, adapts to
unexpected or new situations, acts
from a positive frame of reference)
0
0
0%
0
0%
0 0%
5
24% 16 76%
3.76
Utilizes professional oral and written
communication based on the
purpose and audience (e.g.,
TDC employs suitable tone of voice, and
0
1.13 verbal and nonverbal expressions,
uses grammatically correct
sentences, exercises appropriate
self-disclosure)
0
0%
0
0%
1 5%
8
38% 12 57%
3.52
11
0%
Teacher Disposition Checklist Fall 2014
Dual K-8/PK-4 - Supervisor
Competency
Not
No
set.
experience
(-1)
(0)
Infrequently Sometimes Often
Always
(1)
(2)
(3)
(4)
24% 16 76%
Average
Accepts responsibility for personal
actions or decisions (e.g., shows an
TDC
understanding of policies and
0
1.14
procedures for professional
behaviors and dispositions)
0
0%
0
0%
0 0%
5
Solves problems proactively (e.g.,
TDC recognizes problems and seeks
1.15 resolutions, collaborates and
problem solves with others)
0
0
0%
0
0%
1 5%
13 62% 7
Seeks clarification and assistance
TDC
as needed (e.g., seeks and utilizes
1.16
human and material resources)
0
0
0%
0
0%
0 0%
8
Engages in processes of continuous
reflection based on relevant
TDC assessment data (e.g., utilizes
0
1.17 systematic reflection processes for
problem-solving and modifying
educational practices)
0
0%
0
0%
3 14%
17 81% 1
Completes assigned tasks that
TDC
demonstrate high personal and
1.18
professional standards
0
0
0%
0
0%
1 5%
7
Seeks to keep abreast of new ideas,
evidence-based practices, and
understandings in the field to
improve instructional practices and
TDC teaching activities (e.g., reads
0
1.19 educational journals, attends
professional meetings and
conferences, and engages in
professional discussions with
others)
0
0%
0
0%
4 19%
17 81% 0
0%
2.81
Demonstrates positive attitude
towards learning through
intellectual curiosity and
TDC
participation in professionally1.20
related experiences (e.g., actively
participates in class activities and
professionally-related associations,
0
0%
0
0%
3 14%
17 81% 1
5%
2.90
0
3.76
33%
3.29
38% 13 62%
3.62
5%
33% 13 62%
2.90
3.57
Teacher Disposition Checklist Fall 2014
Dual K-8/PK-4 - Supervisor
Competency
Not
No
set.
experience
(-1)
(0)
0
0
Infrequently Sometimes Often
Always
(1)
(4)
(2)
(3)
1 5%
13 62% 7
Average
exceeds expectations for
assignments, tasks and teamwork)
Reflects upon teaching practices
(e.g., identifies areas of strengths
TDC
and needs, engages in professional
1.21
development based upon selfreflections)
0%
0
0%
33%
3.29
Unit Plan Evaluation Fall 2014
Special Education - Supervisor
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(1)
(2)
(3)
Average
UNITPLAN
Introduction / General Information
1.1
0
0
0%
1 5%
2
10% 18
86%
2.81
UNITPLAN
Academic Standards / Anchors
1.2
0
0
0%
0 0%
2
10% 19
90%
2.90
UNITPLAN
Unit Goals
1.3
0
0
0%
1 5%
8
38% 12
57%
2.52
UNITPLAN
Essential Questions (EQs)
1.4
0
0
0%
3 14% 11 52% 7
33%
2.19
Pre-Assessment:
Completed at the start of the unit to
determine the baseline of student
UNITPLAN
knowledge and competencies. Use pre1.5
assessment data when analyzing student
learning and teaching at the end of the
Unit plan reflection.
0
0
0%
3 14% 3
14% 15
71%
2.57
UNITPLAN Content - Daily Lesson Plan (Use the
1.6
prescribed lesson plan format)
0
0
0%
0 0%
2
10% 19
90%
2.90
Integration of Resources and
Technology:
List all materials, resources and
UNITPLAN technology (e.g., multimedia, technology,
0
lab equipment, outside expert) utilized in
1.7
the instruction of the unit. If technology is
excluded, provide an instructionally sound
rationale for its absence.
0
0%
1 5%
0
0%
95%
2.90
0
0%
3 14% 11 52% 7
33%
2.19
20
Differentiated Learning Activities:
Include research-based strategies that
challenge all learners. Include context of
the learners as a rationale for
differentiation:
UNITPLAN
• Describe important characteristics of
0
1.8
the learners in your classroom: number of
learners and gender, race/ethnicity, school
socio-economic status, special needs, and
language proficiency (as defined by Field
Experience Diversity Requirements).
• Explain the specific activities that
Unit Plan Evaluation Fall 2014
Special Education - Supervisor
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(2)
(3)
(1)
Average
differentiate the content, process, product,
and/or learning environment designed to
provide advanced achievement for all
learners.
• Explain the accommodations made for
learners with disabilities (IEPs).
Differentiation within the unit plan for a
university course is up to the discretion of
the professor (e.g., simulation
experience).
Summative Assessment / PostAssessment
Related directly to pre-assessment to
evaluate degree of student learning after
UNITPLAN
unit is taught and which match unit goals
1.9
and lesson plan objectives. Summative
assessments include chapter/unit tests,
writing projects, quizzes, or ongoing
projects, etc.
0
2
10%
2 10% 10 48% 7
33%
2.05
0
0%
2 10% 9
48%
2.38
Reflection
Completed after implementation of unit
plan: Utilize pre-assessment data to assist
your reflection. Within a university course,
provide questions you may pose to
yourself for evaluating student learning
and your instructional decisions.
UNITPLAN • ANALYSIS OF STUDENT LEARNING:
0
Analyze assessment data and
1.10
documented evidence of lesson results
and explain to what degree instructional
decisions made an impact on student
learning and achievement of unit goals
and lesson objectives.
• ANALYSIS OF TEACHING: Include
modifications/recommendations of current
instruction for future application on 1)
planning and preparation, 2) classroom
43% 10
Unit Plan Evaluation Fall 2014
Special Education - Supervisor
-not
Competency
set(-1)
environments, 3) instruction, and 4)
professional responsibilities as related to
instructional objectives or standards.
Unsatisfactory Basic
Proficient
Distinguished
(0)
(2)
(3)
(1)
Average
Post Student Teaching Survey Fall 2014
Dual K-8/PK-4
-not Strongly
Competency
set- Disagree
(-1)
(0)
Disagree Agree
(1)
(2)
Strongly
Agree
Average
(3)
ES
1.1
Become familiar with relevant aspects of
students’ background knowledge and
experiences
0
0 0%
0 0% 2 11% 17 89%
2.89
ES
1.2
Articulate clear learning goals for lessons
that are appropriate for the students
0
0 0%
0 0% 2 11% 17 89%
2.89
ES
1.3
Demonstrate an understanding of the
connections between course content for
students that was learned previously, the
current content, and the content that
remains to be learned in the future
0
0 0%
0 0% 4 21% 15 79%
2.79
ES
1.4
Create or select teaching methods, learning
activities, and instructional materials or
other resources that are appropriate for the
students and that are aligned with the
academic content standards
0
0 0%
0 0% 2 11% 17 89%
2.89
ES
1.5
Create or select evaluation strategies that
are appropriate for the students and that are 0
aligned with the academic content standards
0 0%
0 0% 4 21% 15 79%
2.79
ES
1.6
Create a learning climate that promotes
fairness
0
0 0%
0 0% 1 5%
18 95%
2.95
ES
1.7
Establish and maintain rapport with
students
0
0 0%
0 0% 0 0%
19 100% 3.00
ES
1.8
Communicate challenging learning
expectations to each student
0
0 0%
0 0% 6 32% 13 68%
2.68
ES
1.9
Establish and maintain consistent standards
0
of appropriate student behavior
0 0%
0 0% 4 21% 15 79%
2.79
ES Make the physical environment safe and
1.10 conducive to learning
0
0 0%
0 0% 1 5%
18 95%
2.95
ES Make learning goals and instructional
1.11 procedures clear to all students
0
0 0%
0 0% 4 21% 15 79%
2.79
ES Make curriculum content understandable for
0
1.12 students
0 0%
0 0% 4 21% 15 79%
2.79
Monitor student progress through
ES
demonstrations of their understanding of
1.13
content through a variety of means,
0 0%
0 0% 3 16% 16 84%
2.84
0
Post Student Teaching Survey Fall 2014
Dual K-8/PK-4
-not Strongly
Competency
set- Disagree
Disagree Agree
(1)
(2)
Strongly
Agree
Average
(-1)
(0)
(3)
ES
Use instructional time effectively
1.14
0
0 0%
0 0% 2 11% 17 89%
2.89
ES Encourage students to extend their
1.15 analytical and critical thinking
0
0 0%
0 0% 5 26% 14 74%
2.74
ES Reflect on the extent to which the learning
1.16 goals for students have been met
0
0 0%
0 0% 2 11% 17 89%
2.89
ES Effectively teach students across relevant
1.17 settings
0
0 0%
0 0% 2 11% 17 89%
2.89
Build professional relationships with
ES colleagues to share teaching insights,
1.18 coordinate learning activities for students,
and collaboratively solve problems
0
0 0%
0 0% 3 16% 16 84%
2.84
ES Communicate with parents or guardians
1.19 about student learning
0
0 0%
0 0% 7 37% 12 63%
2.63
ES Differentiate instruction to address student
1.20 diversity
0
0 0%
0 0% 2 11% 17 89%
2.89
ES Integrate technology into teaching and
1.21 learning
0
0 0%
0 0% 4 21% 15 79%
2.79
ES Demonstrate appropriate professional
1.22 behaviors
0
0 0%
0 0% 1 5%
18 95%
2.95
ES
Have a positive impact on student learning
1.23
0
0 0%
0 0% 1 5%
18 95%
2.95
ES Have a positive impact due to knowledge
1.24 and skill of classroom management
0
0 0%
0 0% 2 11% 17 89%
2.89
ES Have a positive impact due to knowledge
1.25 and skill of discipline
0
0 0%
0 0% 5 26% 14 74%
2.74
ES Have a positive impact due to knowledge
1.26 and skill of planning
0
0 0%
1 5% 0 0%
18 95%
2.89
ES Have a positive impact due to knowledge
1.27 and skill of implementing instruction
0
0 0%
0 0% 4 21% 15 79%
2.79
providing feedback to students to assist
learning, and adjusting learning activities as
the situation demands
Post Student Teaching Survey Fall 2014
Dual K-8/PK-4
-not Strongly
Competency
set- Disagree
Disagree Agree
(1)
(2)
Strongly
Agree
Average
(-1)
(0)
(3)
ES Have a positive impact due to knowledge
1.28 and skill of assessing instruction
0
0 0%
0 0% 4 21% 15 79%
2.79
ES Have a positive impact due to knowledge
1.29 and skill of reflecting on student learning
0
0 0%
0 0% 1 5%
18 95%
2.95
Have a positive impact due to knowledge
ES
and skill of differentiating for student
1.30
differences
0
0 0%
0 0% 1 5%
18 95%
2.95
My teacher preparation program enabled me
ES
to have a positive impact due to knowledge 0
1.31
and skills other than those listed above
0 0%
0 0% 0 0%
19 100% 3.00
Pre-Student Teaching Survey Fall 2014
Dual K-8/PK-4 Teacher Candidate
-not Strongly
Competency
set- Disagree
(-1)
(0)
Disagree Agree
(1)
(2)
Strongly
Agree
Average
(3)
ES
1.1
Become familiar with relevant aspects
of students’ background knowledge
and experiences
0
0 0%
1 5%
9
ES
1.2
Articulate clear learning goals for
lessons that are appropriate for the
students
0
0 0%
0 0%
12 60% 8
40% 2.40
ES
1.3
Demonstrate an understanding of the
connections between course content
for students that was learned
previously, the current content, and
the content that remains to be learned
in the future
0
0 0%
1 5%
13 65% 6
30% 2.25
ES
1.4
Create or select teaching methods,
learning activities, and instructional
materials or other resources that are
appropriate for the students and that
are aligned with the academic content
standards
0
0 0%
0 0%
9
ES
1.5
Create or select evaluation strategies
that are appropriate for the students
0
and that are aligned with the academic
content standards
0 0%
0 0%
11 55% 9
ES
1.6
Create a learning climate that
promotes fairness
0
0 0%
1 5%
7
35% 12 60% 2.55
ES
1.7
Establish and maintain rapport with
students
0
0 0%
0 0%
2
10% 18 90% 2.90
ES
1.8
Communicate challenging learning
expectations to each student
0
0 0%
1 5%
15 75% 4
ES
1.9
Establish and maintain consistent
standards of appropriate student
behavior
0
0 0%
0 0%
10 50% 10 50% 2.50
0
0 0%
0 0%
5
ES Make the physical environment safe
1.10 and conducive to learning
45% 10 50% 2.45
45% 11 55% 2.55
45% 2.45
20% 2.15
25% 15 75% 2.75
Pre-Student Teaching Survey Fall 2014
Dual K-8/PK-4 Teacher Candidate
-not Strongly
Competency
set- Disagree
Disagree Agree
Strongly
Agree
Average
(1)
(2)
0 0%
1 5%
10 50% 9
45% 2.40
0
0 0%
2 10% 12 60% 6
30% 2.20
Monitor student progress through
demonstrations of their understanding
ES of content through a variety of means,
0
1.13 providing feedback to students to
assist learning, and adjusting learning
activities as the situation demands
0 0%
1 5%
10 50% 9
45% 2.40
ES
Use instructional time effectively
1.14
0
0 0%
1 5%
10 50% 9
45% 2.40
ES Encourage students to extend their
1.15 analytical and critical thinking
0
0 0%
3 15% 13 65% 4
20% 2.05
Reflect on the extent to which the
ES
learning goals for students have been
1.16
met
0
0 0%
2 10% 13 65% 5
25% 2.15
ES Effectively teach students across
1.17 relevant settings
0
0 0%
1 5%
12 60% 7
35% 2.30
Build professional relationships with
colleagues to share teaching insights,
ES
coordinate learning activities for
1.18
students, and collaboratively solve
problems
0
0 0%
0 0%
8
ES Communicate with parents or
1.19 guardians about student learning
0
0 0%
3 15% 12 60% 5
ES Differentiate instruction to address
1.20 student diversity
0
0 0%
0 0%
ES Integrate technology into teaching and
0
1.21 learning
0 0%
2 10% 12 60% 6
ES Demonstrate appropriate professional
1.22 behaviors
0 0%
0 0%
(-1)
(0)
ES Make learning goals and instructional
1.11 procedures clear to all students
0
ES Make curriculum content
1.12 understandable for students
0
5
4
(3)
40% 12 60% 2.60
25% 2.10
25% 15 75% 2.75
30% 2.20
20% 16 80% 2.80
Pre-Student Teaching Survey Fall 2014
Dual K-8/PK-4 Teacher Candidate
-not Strongly
Competency
set- Disagree
Disagree Agree
Strongly
Agree
Average
(1)
(2)
0 0%
0 0%
7
0
0 0%
0 0%
12 60% 8
40% 2.40
ES Have a positive impact due to
1.25 knowledge and skill of discipline
0
0 0%
0 0%
11 55% 9
45% 2.45
ES Have a positive impact due to
1.26 knowledge and skill of planning
0
0 0%
1 5%
9
Have a positive impact due to
ES
knowledge and skill of implementing
1.27
instruction
0
0 0%
0 0%
12 60% 8
40% 2.40
Have a positive impact due to
ES
knowledge and skill of assessing
1.28
instruction
0
0 0%
0 0%
11 55% 9
45% 2.45
Have a positive impact due to
ES
knowledge and skill of reflecting on
1.29
student learning
0
0 0%
0 0%
8
40% 12 60% 2.60
Have a positive impact due to
ES
knowledge and skill of differentiating
1.30
for student differences
0
0 0%
0 0%
8
40% 12 60% 2.60
My teacher preparation program
ES enabled me to have a positive impact
0
1.31 due to knowledge and skills other than
those listed above
0 0%
0 0%
12 60% 8
(-1)
(0)
ES Have a positive impact on student
1.23 learning
0
Have a positive impact due to
ES
knowledge and skill of classroom
1.24
management
(3)
35% 13 65% 2.65
45% 10 50% 2.45
40% 2.40
Teacher Disposition Checklist – Self-Assessment
Exceptionality Programs 10/22/2014
Please identify how often you demonstrate the given Teacher
Dispositions.
#
1
2
3
4
5
6
7
8
9
Question
1. Complies
with university
and school
district policies
and
procedures
2. Adheres to
local, state and
federal rules
and laws
3.
Communicates
with honesty
and integrity
4. Displays a
professional
demeanor
5. Adheres to
all professional
standards,
including the
use of
technologies)
6. Exhibits fair
treatment of
students,
colleagues,
professionals,
staff, and
families
7. Interacts
with sensitivity
to community
and cultural
norms
8. Values and
responds to all
aspects of a
child’s wellbeing
9. Utilizes a full
range of
differentiated
instructional
practices
Always
Often
Sometimes
Infrequently
No
Experience
Total
Responses
Mean
86.15%
10.77%
0.00%
0.00%
3.08%
65
1.23
84.62%
10.77%
0.00%
0.00%
4.62%
65
1.29
76.92%
21.54%
1.54%
0.00%
0.00%
65
1.25
70.77%
24.62%
3.08%
0.00%
1.54%
65
1.37
76.56%
20.31%
1.56%
0.00%
1.56%
64
1.30
87.69%
10.77%
0.00%
0.00%
1.54%
65
1.17
87.69%
12.31%
0.00%
0.00%
0.00%
65
1.12
85.94%
12.50%
0.00%
0.00%
1.56%
64
1.19
44.62%
35.38%
3.08%
0.00%
16.92%
65
2.09
10
11
12
13
14
15
16
17
18
19
10. Meets
professional
expectations
11. Considers
and responds
to multiple
perspectives
12.
Demonstrates
kind, caring
and respectful
interactions
with others
13. Utilizes
professional
oral and written
communication
based on the
purpose and
audience
14. Accepts
responsibility
for personal
actions or
decisions
15. Solves
problems
proactively
16. Seeks
clarification
and assistance
as needed
17. Engages in
processes of
continuous
reflection
based on
relevant
assessment
data
18. Completes
assigned tasks
that
demonstrate
high personal
and
professional
standards
19. Seeks to
keep abreast
of new ideas,
evidencebased
practices, and
66.15%
32.31%
1.54%
0.00%
0.00%
65
1.35
55.38%
32.31%
6.15%
0.00%
6.15%
65
1.69
78.46%
20.00%
1.54%
0.00%
0.00%
65
1.23
56.92%
35.38%
4.62%
1.54%
1.54%
65
1.55
84.62%
15.38%
0.00%
0.00%
0.00%
65
1.15
50.77%
47.69%
0.00%
0.00%
1.54%
65
1.54
50.00%
42.19%
4.69%
1.56%
1.56%
64
1.63
40.00%
40.00%
9.23%
1.54%
9.23%
65
2.00
70.77%
26.15%
1.54%
0.00%
1.54%
65
1.35
44.62%
32.31%
9.23%
0.00%
13.85%
65
2.06
20
21
understandings
in the field to
improve
instructional
practices and
teaching
activities
20.
Demonstrates
positive
attitude
towards
learning
through
intellectual
curiosity and
participation in
professionallyrelated
experiences
21. Reflects
upon teaching
practices
67.69%
24.62%
4.62%
1.54%
1.54%
65
1.45
55.38%
27.69%
7.69%
0.00%
9.23%
65
1.80
2430 Intro to Special Education- Haberman Results - Fall 2014
TESTS TAKEN 09/26/2014 -11/06/2014
25
20
15
10
5
0
Persistence
Organization
And Planning
Low
5
21
Values
Students
Learning
9
Average
7
0
High
9
0
21
Explains
Teacher
Success
17
Explains
Student
Success
4
0
0
3
11
2
10
0
1
6
3
Theory To
Practice
At Risk
Students
Approach To Survive In
Students
Bureaucracy
2
15
11
0
10
5
12
9
1
Fallibility
16
2431 Intro to Special Education Haberman Results - Fall 2014
TESTS TAKEN 09/26/2014 - 11/06/2014
30
25
20
15
10
5
0
Persistence
Organization
And Planning
Low
3
26
Values
Students
Learning
7
Average
12
0
High
12
1
23
Explains
Teacher
Success
23
Explains
Student
Success
7
0
0
1
14
7
11
4
3
6
2
Theory To
Practice
At Risk
Students
Approach To Survive In
Students
Bureaucracy
3
21
16
0
13
4
20
11
2
Fallibility
18
Teacher Disposition Checklist – Self-Assessment
Exceptionality Programs 10/22/2014
Please identify how often you demonstrate the given Teacher
Dispositions.
#
1
2
3
4
5
6
7
8
9
Question
1. Complies
with university
and school
district policies
and
procedures
2. Adheres to
local, state and
federal rules
and laws
3.
Communicates
with honesty
and integrity
4. Displays a
professional
demeanor
5. Adheres to
all professional
standards,
including the
use of
technologies)
6. Exhibits fair
treatment of
students,
colleagues,
professionals,
staff, and
families
7. Interacts
with sensitivity
to community
and cultural
norms
8. Values and
responds to all
aspects of a
child’s wellbeing
9. Utilizes a full
range of
differentiated
instructional
practices
Always
Often
Sometimes
Infrequently
No
Experience
Total
Responses
Mean
86.15%
10.77%
0.00%
0.00%
3.08%
65
1.23
84.62%
10.77%
0.00%
0.00%
4.62%
65
1.29
76.92%
21.54%
1.54%
0.00%
0.00%
65
1.25
70.77%
24.62%
3.08%
0.00%
1.54%
65
1.37
76.56%
20.31%
1.56%
0.00%
1.56%
64
1.30
87.69%
10.77%
0.00%
0.00%
1.54%
65
1.17
87.69%
12.31%
0.00%
0.00%
0.00%
65
1.12
85.94%
12.50%
0.00%
0.00%
1.56%
64
1.19
44.62%
35.38%
3.08%
0.00%
16.92%
65
2.09
10
11
12
13
14
15
16
17
18
19
10. Meets
professional
expectations
11. Considers
and responds
to multiple
perspectives
12.
Demonstrates
kind, caring
and respectful
interactions
with others
13. Utilizes
professional
oral and written
communication
based on the
purpose and
audience
14. Accepts
responsibility
for personal
actions or
decisions
15. Solves
problems
proactively
16. Seeks
clarification
and assistance
as needed
17. Engages in
processes of
continuous
reflection
based on
relevant
assessment
data
18. Completes
assigned tasks
that
demonstrate
high personal
and
professional
standards
19. Seeks to
keep abreast
of new ideas,
evidencebased
practices, and
66.15%
32.31%
1.54%
0.00%
0.00%
65
1.35
55.38%
32.31%
6.15%
0.00%
6.15%
65
1.69
78.46%
20.00%
1.54%
0.00%
0.00%
65
1.23
56.92%
35.38%
4.62%
1.54%
1.54%
65
1.55
84.62%
15.38%
0.00%
0.00%
0.00%
65
1.15
50.77%
47.69%
0.00%
0.00%
1.54%
65
1.54
50.00%
42.19%
4.69%
1.56%
1.56%
64
1.63
40.00%
40.00%
9.23%
1.54%
9.23%
65
2.00
70.77%
26.15%
1.54%
0.00%
1.54%
65
1.35
44.62%
32.31%
9.23%
0.00%
13.85%
65
2.06
20
21
understandings
in the field to
improve
instructional
practices and
teaching
activities
20.
Demonstrates
positive
attitude
towards
learning
through
intellectual
curiosity and
participation in
professionallyrelated
experiences
21. Reflects
upon teaching
practices
67.69%
24.62%
4.62%
1.54%
1.54%
65
1.45
55.38%
27.69%
7.69%
0.00%
9.23%
65
1.80