1st
Final Student Teacher Evaluation Spring 2015
Placement Exceptionalities Cooperating Teachers
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
1.1
Lesson plan is appropriate to age group and
0
subject
0
0%
0 0% 10 20% 41
80%
2.80
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
1 2% 10 20% 40
78%
2.76
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
2 4% 15 29% 34
67%
2.63
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
1 2% 14 27% 36
71%
2.69
1.5
Designs lessons for differentiated
instruction
0
0
0%
1 2% 17 33% 33
65%
2.63
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0% 10 20% 41
80%
2.80
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0% 7
14% 44
86%
2.86
2.3
Manages transitions smoothly and
efficiently
0
0
0%
3 6% 21 41% 27
53%
2.47
2.4
Monitors and responds to student behavior
0
0
0%
4 8% 19 37% 28
55%
2.47
2.5
Arranges and oversees student work groups 0
0
0%
1 2% 18 35% 32
63%
2.61
2.6
Demonstrates classroom management
strategies
0
0
0%
3 6% 19 37% 29
57%
2.51
3.1
Communicates clear learning expectations
0
0
0%
3 6% 15 29% 33
65%
2.59
3.2
Communicates importance/relevance of
content
0
0
0%
2 4% 15 29% 34
67%
2.63
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 2% 12 24% 38
75%
2.73
3.4
Introduction (set) is made to the lesson
0
0
0%
3 6% 16 31% 32
63%
2.57
3.5
Asks key questions allowing adequate
response time
0
0
0%
3 6% 13 25% 35
69%
2.63
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
2 4% 16 31% 33
65%
2.61
3.7
Technology is effectively utilized
0
0
0%
1 2% 17 33% 33
65%
2.63
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0% 13 25% 38
75%
2.75
1st
Final Student Teacher Evaluation Spring 2015
Placement Exceptionalities Cooperating Teachers
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.9
Uses variety of materials, activities, and
methods
1
0
0%
2 4% 11 22% 37
74%
2.70
3.10
Assesses students for understanding during
0
the lesson
0
0%
2 4% 15 29% 34
67%
2.63
3.11 Appropriate summary/conclusion evidenced 0
0
0%
2 4% 16 31% 33
65%
2.61
3.12
Assessment is made at the conclusion of a
lesson
0
0
0%
0 0% 20 39% 31
61%
2.61
3.13
Lesson plan is followed and adjusted when
necessary
0
0
0%
0 0% 10 20% 41
80%
2.80
3.14 Uses correct oral and written language
0
0
0%
0 0% 12 24% 39
76%
2.76
4.1
Professional in appearance and demeanor
0
0
0%
0 0% 5
10% 46
90%
2.90
4.2
Assignments are neat and timely
0
0
0%
1 2% 9
18% 41
80%
2.78
4.3
Follows rules and policies of the institution
0
0
0%
0 0% 9
18% 42
82%
2.82
4.4
Uses self-reflection for future teaching
1
0
0%
2 4% 9
18% 39
78%
2.74
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
1 2% 10 20% 40
78%
2.76
4.6
Works effectively with cooperating teacher
0
0
0%
0 0% 5
10% 46
90%
2.90
4.7
Communicates well with university
supervisor
5
0
0%
0 0% 7
15% 39
85%
2.85
4.8
Connects with school and community
5
1
2%
1 2% 12 26% 32
70%
2.63
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
Average
The student teacher handles
SPECED
information about children, peers,
1
1.1
colleagues, and supervisors ethically.
0
0%
0 0%
5
13% 33
87%
2.87
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
1
0
0%
0 0%
9
24% 29
76%
2.76
The student teacher displays
SPECED
initiative, punctuality and
1.3
accountability on a consistent basis.
2
0
0%
2 5%
8
22% 27
73%
2.68
The student teacher develops an
SPECED I.E.P. consistent with the standards of
17
1.4
the school district or I.U. (including
assessment by student teacher).
0
0%
0 0%
10 45% 12
55%
2.55
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
1
0
0%
1 3%
8
21% 29
76%
2.74
SPECED The student teacher demonstrates
1
1.6
flexibility in planning and scheduling.
0
0%
1 3%
5
13% 32
84%
2.82
The student teacher writes objectives
SPECED
indicating measurable and/or
4
1.7
observable performance.
0
0%
1 3%
10 29% 24
69%
2.66
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.
2
0
0%
1 3%
9
24% 27
73%
2.70
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
2
0
0%
0 0%
7
19% 30
81%
2.81
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
1
0
0%
5 13% 14 37% 19
50%
2.37
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
5
0
0%
0 0%
6
18% 28
82%
2.82
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
1
0
0%
0 0%
12 32% 26
68%
2.68
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
3
0
0%
3 8%
11 31% 22
61%
2.53
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
2
0
0%
0 0%
9
24% 28
76%
2.76
The student teacher effectively works
SPECED
with and/or directs paraprofessionals 8
1.15
and/or other support staff.
0
0%
1 3%
6
19% 24
77%
2.74
The student teacher experiments with
SPECED
alternative and innovative devices
4
1.16
and techniques.
0
0%
2 6%
10 29% 23
66%
2.60
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
2
0
0%
2 5%
9
24% 26
70%
2.65
SPECED The student teacher effectively works
6
1.18
with other teachers in the school.
0
0%
1 3%
5
15% 27
82%
2.79
SPECED The student teacher effectively works
5
1.19
with multiple groups.
0
0%
1 3%
9
26% 24
71%
2.68
The student teacher paces lessons to
SPECED
ensure appropriate length and
2
1.20
sequence.
0
0%
1 3%
10 27% 26
70%
2.68
The student teacher understands and
SPECED
supports what the regular class
6
1.21
teacher is teaching.
0
0%
0 0%
8
24% 25
76%
2.76
The student teacher focuses on other
SPECED
groups during the direct instruction
3
1.22
with one or two other groups.
0
0%
2 6%
12 33% 22
61%
2.56
Competency
Average
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
Average
The student teacher uses a method of
record keeping that precisely
SPECED
indicates the growth and
10
1.23
accomplishments of each child
(progress monitoring).
0
0%
2 7%
7
24% 20
69%
2.62
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
5
0
0%
3 9%
7
21% 24
71%
2.62
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
3
0
0%
2 6%
9
25% 25
69%
2.64
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
16
0
0%
0 0%
8
35% 15
65%
2.65
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
4
0
0%
2 6%
8
23% 25
71%
2.66
Mid-Point Student Teacher Evaluation Special Ed Add Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teachers
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED information about children, peers,
1.1
colleagues, and supervisors
ethically.
1
0
0%
0
0%
16 36% 29
64%
2.64
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
1
0
0%
1
2%
17 38% 27
60%
2.58
The student teacher displays
SPECED
initiative, punctuality and
1
1.3
accountability on a consistent basis.
0
0%
0
0%
16 36% 29
64%
2.64
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).
33
0
0%
3
23% 6
31%
2.08
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
1
0
0%
2
4%
22 49% 21
47%
2.42
The student teacher demonstrates
SPECED
flexibility in planning and
1.6
scheduling.
1
0
0%
1
2%
16 36% 28
62%
2.60
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
8
0
0%
2
5%
25 66% 11
29%
2.24
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.
7
0
0%
3
8%
24 62% 12
31%
2.23
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
1
0
0%
2
4%
23 51% 20
44%
2.40
SPECED The student teacher demonstrates
1.10
effective prevention by anticipating
3
0
0%
11 26% 24 56% 8
19%
1.93
Competency
(1)
46% 4
Average
Mid-Point Student Teacher Evaluation Special Ed Add Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teachers
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
10
0
0%
0
0%
15 42% 21
58%
2.58
The student teacher consistently
SPECED
reinforces appropriate behavior and 1
1.12
enforces class rules.
0
0%
9
20% 23 51% 13
29%
2.09
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
9
0
0%
3
8%
25 68% 9
24%
2.16
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
4
0
0%
1
2%
23 55% 18
43%
2.40
The student teacher effectively
SPECED works with and/or directs
1.15
paraprofessionals and/or other
support staff.
15
0
0%
3
10% 13 42% 15
48%
2.39
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
6
0
0%
6
15% 23 58% 11
28%
2.13
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
2
0
0%
6
14% 22 50% 16
36%
2.23
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
6
0
0%
4
10% 18 45% 18
45%
2.35
SPECED The student teacher effectively
1.19
works with multiple groups.
9
0
0%
3
8%
24 65% 10
27%
2.19
The student teacher paces lessons
SPECED
to ensure appropriate length and
1.20
sequence.
3
0
0%
2
5%
28 65% 13
30%
2.26
The student teacher understands
SPECED
and supports what the regular class 4
1.21
teacher is teaching.
0
0%
2
5%
17 40% 23
55%
2.50
Competency
(1)
Average
potential problem areas and takes
precautions to eliminate them.
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
Mid-Point Student Teacher Evaluation Special Ed Add Spring 2015
1st Placement Dual K-8/PK-4 Cooperating Teachers
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher focuses on
SPECED other groups during the direct
1.22
instruction with one or two other
groups.
10
0
0%
4
11% 23 64% 9
25%
2.14
The student teacher uses a method
of record keeping that precisely
SPECED
indicates the growth and
1.23
accomplishments of each child
(progress monitoring).
19
0
0%
4
15% 14 52% 9
33%
2.19
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
12
0
0%
5
15% 20 59% 9
26%
2.12
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
6
0
0%
4
10% 21 53% 15
38%
2.28
The student teacher effectively links
SPECED
assessments(s) with intervention
24
1.26
approach(es) delineated in I.E.P.
0
0%
0
0%
15 68% 7
32%
2.32
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0%
1
2%
16 39% 24
59%
2.56
Competency
5
(1)
Average
Mid-Point Special Education Addendum Spring 2015
1st Placement Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED information about children, peers,
1.1
colleagues, and supervisors
ethically.
1
0
0%
0
0%
16 36% 29
64%
2.64
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
1
0
0%
1
2%
17 38% 27
60%
2.58
The student teacher displays
SPECED
initiative, punctuality and
1
1.3
accountability on a consistent basis.
0
0%
0
0%
16 36% 29
64%
2.64
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).
33
0
0%
3
23% 6
31%
2.08
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
1
0
0%
2
4%
22 49% 21
47%
2.42
The student teacher demonstrates
SPECED
flexibility in planning and
1.6
scheduling.
1
0
0%
1
2%
16 36% 28
62%
2.60
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
8
0
0%
2
5%
25 66% 11
29%
2.24
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.
7
0
0%
3
8%
24 62% 12
31%
2.23
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
1
0
0%
2
4%
23 51% 20
44%
2.40
SPECED The student teacher demonstrates
1.10
effective prevention by anticipating
3
0
0%
11 26% 24 56% 8
19%
1.93
Competency
(1)
46% 4
Average
Mid-Point Special Education Addendum Spring 2015
1st Placement Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
10
0
0%
0
0%
15 42% 21
58%
2.58
The student teacher consistently
SPECED
reinforces appropriate behavior and 1
1.12
enforces class rules.
0
0%
9
20% 23 51% 13
29%
2.09
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
9
0
0%
3
8%
25 68% 9
24%
2.16
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
4
0
0%
1
2%
23 55% 18
43%
2.40
The student teacher effectively
SPECED works with and/or directs
1.15
paraprofessionals and/or other
support staff.
15
0
0%
3
10% 13 42% 15
48%
2.39
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
6
0
0%
6
15% 23 58% 11
28%
2.13
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
2
0
0%
6
14% 22 50% 16
36%
2.23
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
6
0
0%
4
10% 18 45% 18
45%
2.35
SPECED The student teacher effectively
1.19
works with multiple groups.
9
0
0%
3
8%
24 65% 10
27%
2.19
The student teacher paces lessons
SPECED
to ensure appropriate length and
1.20
sequence.
3
0
0%
2
5%
28 65% 13
30%
2.26
Competency
(1)
Average
potential problem areas and takes
precautions to eliminate them.
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
Mid-Point Special Education Addendum Spring 2015
1st Placement Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
The student teacher understands
SPECED
and supports what the regular class 4
1.21
teacher is teaching.
0
0%
2
5%
The student teacher focuses on
SPECED other groups during the direct
1.22
instruction with one or two other
groups.
10
0
0%
4
The student teacher uses a method
of record keeping that precisely
SPECED
indicates the growth and
1.23
accomplishments of each child
(progress monitoring).
19
0
0%
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
12
0
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
6
55%
2.50
11% 23 64% 9
25%
2.14
4
15% 14 52% 9
33%
2.19
0%
5
15% 20 59% 9
26%
2.12
0
0%
4
10% 21 53% 15
38%
2.28
The student teacher effectively links
SPECED
assessments(s) with intervention
24
1.26
approach(es) delineated in I.E.P.
0
0%
0
0%
15 68% 7
32%
2.32
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0%
1
2%
16 39% 24
59%
2.56
5
17 40% 23
Average
Final Student Teacher Evaluation Spring 2015
Placement Dual K-8/PK-4 Cooperating Teacher
2nd
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
1.1
Lesson plan is appropriate to age group and
1
subject
0
0%
0 0% 9
20% 37
80%
2.80
1.2
Demonstrates knowledge of students’
needs/interests
1
0
0%
0 0% 8
17% 38
83%
2.83
1.3
Demonstrates knowledge of content &
pedagogy
1
0
0%
1 2% 13 28% 32
70%
2.67
1.4
Demonstrates knowledge of classroom
resources
1
0
0%
0 0% 10 22% 36
78%
2.78
1.5
Designs lessons for differentiated
instruction
1
0
0%
0 0% 8
17% 38
83%
2.83
2.1
Creates a safe, engaging learning
environment
1
0
0%
0 0% 7
15% 39
85%
2.85
2.2
Interacts respectfully/genuinely with
students
1
0
0%
0 0% 6
13% 40
87%
2.87
2.3
Manages transitions smoothly and
efficiently
1
0
0%
2 4% 14 30% 30
65%
2.61
2.4
Monitors and responds to student behavior
1
0
0%
0 0% 13 28% 33
72%
2.72
2.5
Arranges and oversees student work groups 1
1
2%
0 0% 12 26% 33
72%
2.67
2.6
Demonstrates classroom management
strategies
1
0
0%
1 2% 16 35% 29
63%
2.61
3.1
Communicates clear learning expectations
1
0
0%
0 0% 13 28% 33
72%
2.72
3.2
Communicates importance/relevance of
content
1
0
0%
1 2% 11 24% 34
74%
2.72
3.3
Voice is loud, clear, and pleasant
1
0
0%
0 0% 8
17% 38
83%
2.83
3.4
Introduction (set) is made to the lesson
1
0
0%
1 2% 11 24% 34
74%
2.72
3.5
Asks key questions allowing adequate
response time
1
0
0%
0 0% 13 28% 33
72%
2.72
3.6
Content/ideas communicated clearly and
accurately
1
0
0%
1 2% 11 24% 34
74%
2.72
3.7
Technology is effectively utilized
2
0
0%
0 0% 12 27% 33
73%
2.73
3.8
Motivates students with positive
reinforcement
1
0
0%
1 2% 7
83%
2.80
15% 38
Final Student Teacher Evaluation Spring 2015
Placement Dual K-8/PK-4 Cooperating Teacher
2nd
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.9
Uses variety of materials, activities, and
methods
1
0
0%
1 2% 10 22% 35
76%
2.74
3.10
Assesses students for understanding during
1
the lesson
0
0%
1 2% 11 24% 34
74%
2.72
3.11 Appropriate summary/conclusion evidenced 1
1
2%
0 0% 14 30% 31
67%
2.63
3.12
Assessment is made at the conclusion of a
lesson
1
0
0%
1 2% 13 28% 32
70%
2.67
3.13
Lesson plan is followed and adjusted when
necessary
1
0
0%
0 0% 10 22% 36
78%
2.78
3.14 Uses correct oral and written language
1
0
0%
0 0% 7
15% 39
85%
2.85
4.1
Professional in appearance and demeanor
1
0
0%
0 0% 4
9%
42
91%
2.91
4.2
Assignments are neat and timely
1
0
0%
0 0% 7
15% 39
85%
2.85
4.3
Follows rules and policies of the institution
1
0
0%
0 0% 6
13% 40
87%
2.87
4.4
Uses self-reflection for future teaching
1
0
0%
0 0% 8
17% 38
83%
2.83
4.5
Welcomes and seeks out feedback for
improvement
1
0
0%
0 0% 6
13% 40
87%
2.87
4.6
Works effectively with cooperating teacher
1
0
0%
0 0% 5
11% 41
89%
2.89
4.7
Communicates well with university
supervisor
1
0
0%
0 0% 6
13% 40
87%
2.87
4.8
Connects with school and community
2
0
0%
1 2% 12 27% 32
71%
2.69
Final Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED
information about children, peers,
1.1
colleagues, and supervisors ethically.
2
0
0%
0 0% 5
13% 34
87%
2.87
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
2
0
0%
1 3% 4
10% 34
87%
2.85
The student teacher displays initiative,
SPECED
punctuality and accountability on a
2
1.3
consistent basis.
1
3%
1 3% 4
10% 33
85%
2.77
The student teacher develops an I.E.P.
SPECED consistent with the standards of the
12
1.4
school district or I.U. (including
assessment by student teacher).
0
0%
1 3% 9
31% 19
66%
2.62
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
2
0
0%
0 0% 9
23% 30
77%
2.77
SPECED The student teacher demonstrates
1.6
flexibility in planning and scheduling.
2
0
0%
0 0% 5
13% 34
87%
2.87
The student teacher writes objectives
SPECED
indicating measurable and/or
1.7
observable performance.
3
0
0%
1 3% 7
18% 30
79%
2.76
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
2
1.8
functional and/or developmental levels
of students.
0
0%
0 0% 6
15% 33
85%
2.85
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
2
0
0%
0 0% 7
18% 32
82%
2.82
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
2
0
0%
1 3% 10 26% 28
72%
2.69
Competency
(1)
Average
Final Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
5
0
0%
0 0% 8
22% 28
78%
2.78
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
2
0
0%
1 3% 9
23% 29
74%
2.72
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
3
1
3%
0 0% 13 34% 24
63%
2.58
SPECED The student teacher provides equitable
2
1.14
learning opportunities for all students.
0
0%
0 0% 7
18% 32
82%
2.82
The student teacher effectively works
SPECED
with and/or directs paraprofessionals
1.15
and/or other support staff.
7
1
3%
0 0% 6
18% 27
79%
2.74
The student teacher experiments with
SPECED
alternative and innovative devices and 4
1.16
techniques.
0
0%
1 3% 11 30% 25
68%
2.65
The student teacher gives concrete
SPECED
examples and takes advantage of real- 2
1.17
life situations.
0
0%
1 3% 9
23% 29
74%
2.72
SPECED The student teacher effectively works
1.18
with other teachers in the school.
2
0
0%
0 0% 7
18% 32
82%
2.82
SPECED The student teacher effectively works
1.19
with multiple groups.
5
1
3%
0 0% 8
22% 27
75%
2.69
The student teacher paces lessons to
SPECED
ensure appropriate length and
1.20
sequence.
2
0
0%
0 0% 11 28% 28
72%
2.72
The student teacher understands and
SPECED
supports what the regular class
1.21
teacher is teaching.
8
0
0%
0 0% 4
12% 29
88%
2.88
The student teacher focuses on other
SPECED
groups during the direct instruction
1.22
with one or two other groups.
6
1
3%
0 0% 10 29% 24
69%
2.63
Competency
(1)
Average
Final Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
The student teacher uses a method of
SPECED record keeping that precisely indicates
8
1.23
the growth and accomplishments of
each child (progress monitoring).
0
0%
0 0% 9
27% 24
73%
2.73
SPECED The student teacher records the extent
3
1.24
to which objectives were achieved.
0
0%
0 0% 12 32% 26
68%
2.68
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
4
0
0%
1 3% 10 27% 26
70%
2.68
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
5
0
0%
1 3% 11 31% 24
67%
2.64
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress reports,
etc.)
4
0
0%
2 5% 6
78%
2.73
16% 29
Mid-Point Student Teacher Evaluation Spring 2015
2nd Placement Dual K-8/PK-4 Cooperating Teacher
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
1
2%
2
4%
20 36% 32
58%
2.51
1.2
Demonstrates knowledge of students’
needs/interests
0
1
2%
3
5%
26 47% 25
45%
2.36
1.3
Demonstrates knowledge of content &
pedagogy
0
1
2%
3
5%
26 47% 25
45%
2.36
1.4
Demonstrates knowledge of classroom
resources
0
1
2%
3
5%
25 45% 26
47%
2.38
1.5
Designs lessons for differentiated
instruction
1
1
2%
1
2%
27 50% 25
46%
2.41
2.1
Creates a safe, engaging learning
environment
0
1
2%
2
4%
12 22% 40
73%
2.65
2.2
Interacts respectfully/genuinely with
students
0
1
2%
0
0%
10 18% 44
80%
2.76
2.3
Manages transitions smoothly and
efficiently
0
2
4%
10 18% 23 42% 20
36%
2.11
2.4
Monitors and responds to student
behavior
0
1
2%
5
9%
28 51% 21
38%
2.25
2.5
Arranges and oversees student work
groups
1
2
4%
2
4%
23 43% 27
50%
2.39
2.6
Demonstrates classroom management
strategies
0
2
4%
6
11% 28 51% 19
35%
2.16
3.1
Communicates clear learning
expectations
0
1
2%
3
5%
23 42% 28
51%
2.42
3.2
Communicates importance/relevance of
content
0
1
2%
3
5%
25 45% 26
47%
2.38
3.3
Voice is loud, clear, and pleasant
0
1
2%
2
4%
16 29% 36
65%
2.58
3.4
Introduction (set) is made to the lesson
0
1
2%
3
5%
21 38% 30
55%
2.45
3.5
Asks key questions allowing adequate
response time
0
1
2%
2
4%
20 36% 32
58%
2.51
3.6
Content/ideas communicated clearly and
accurately
0
1
2%
4
7%
22 40% 28
51%
2.40
3.7
Technology is effectively utilized
6
1
2%
2
4%
25 51% 21
43%
2.35
Mid-Point Student Teacher Evaluation Spring 2015
2nd Placement Dual K-8/PK-4 Cooperating Teacher
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.8
Motivates students with positive
reinforcement
0
1
2%
2
4%
21 38% 31
56%
2.49
3.9
Uses variety of materials, activities, and
methods
0
1
2%
1
2%
21 38% 32
58%
2.53
3.10
Assesses students for understanding
during the lesson
0
1
2%
2
4%
25 45% 27
49%
2.42
3.11
Appropriate summary/conclusion
evidenced
0
2
4%
4
7%
24 44% 25
45%
2.31
3.12
Assessment is made at the conclusion of
a lesson
1
2
4%
6
11% 22 41% 24
44%
2.26
3.13
Lesson plan is followed and adjusted
when necessary
0
1
2%
1
2%
17 31% 36
65%
2.60
0
1
2%
2
4%
17 31% 35
64%
2.56
4.1
Professional in appearance and demeanor 0
1
2%
0
0%
9
16% 45
82%
2.78
4.2
Assignments are neat and timely
0
1
2%
0
0%
13 24% 41
75%
2.71
4.3
Follows rules and policies of the
institution
1
1
2%
0
0%
12 22% 41
76%
2.72
4.4
Uses self-reflection for future teaching
1
1
2%
2
4%
15 28% 36
67%
2.59
4.5
Welcomes and seeks out feedback for
improvement
0
1
2%
1
2%
13 24% 40
73%
2.67
4.6
Works effectively with cooperating
teacher
0
1
2%
0
0%
12 22% 42
76%
2.73
4.7
Communicates well with university
supervisor
4
1
2%
0
0%
13 25% 37
73%
2.69
4.8
Connects with school and community
3
2
4%
4
8%
23 44% 23
44%
2.29
3.14 Uses correct oral and written language
Mid-Point Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
Average
The student teacher handles
SPECED
information about children, peers,
1
1.1
colleagues, and supervisors ethically.
0
0%
0 0%
9
20% 37
80%
2.80
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
1
0
0%
2 4%
12 26% 32
70%
2.65
The student teacher displays
SPECED
initiative, punctuality and
1.3
accountability on a consistent basis.
1
0
0%
3 7%
10 22% 33
72%
2.65
The student teacher develops an
SPECED I.E.P. consistent with the standards of
26
1.4
the school district or I.U. (including
assessment by student teacher).
0
0%
3 14% 11 52% 7
33%
2.19
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
1
0
0%
0 0%
17 37% 29
63%
2.63
SPECED The student teacher demonstrates
1
1.6
flexibility in planning and scheduling.
0
0%
1 2%
12 26% 33
72%
2.70
The student teacher writes objectives
SPECED
indicating measurable and/or
7
1.7
observable performance.
0
0%
2 5%
19 48% 19
48%
2.43
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.
7
0
0%
1 3%
17 43% 22
55%
2.53
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
3
0
0%
1 2%
17 39% 26
59%
2.57
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
1
1
2%
2 4%
28 61% 15
33%
2.24
Mid-Point Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
6
0
0%
2 5%
10 24% 29
71%
2.66
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
1
1
2%
3 7%
19 41% 23
50%
2.39
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
5
1
2%
1 2%
25 60% 15
36%
2.29
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
1
0
0%
1 2%
17 37% 28
61%
2.59
The student teacher effectively works
SPECED
with and/or directs paraprofessionals 6
1.15
and/or other support staff.
1
2%
2 5%
13 32% 25
61%
2.51
The student teacher experiments with
SPECED
alternative and innovative devices
3
1.16
and techniques.
0
0%
1 2%
22 50% 21
48%
2.45
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
2
1
2%
2 4%
19 42% 23
51%
2.42
SPECED The student teacher effectively works
1
1.18
with other teachers in the school.
0
0%
1 2%
17 37% 28
61%
2.59
SPECED The student teacher effectively works
4
1.19
with multiple groups.
1
2%
2 5%
21 49% 19
44%
2.35
The student teacher paces lessons to
SPECED
ensure appropriate length and
1
1.20
sequence.
0
0%
3 7%
22 48% 21
46%
2.39
The student teacher understands and
SPECED
supports what the regular class
9
1.21
teacher is teaching.
0
0%
1 3%
10 26% 27
71%
2.68
The student teacher focuses on other
SPECED
groups during the direct instruction
9
1.22
with one or two other groups.
1
3%
1 3%
22 58% 14
37%
2.29
Competency
Average
Mid-Point Special Education Addendum Spring 2015
2nd Placement Cooperating Teacher
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
The student teacher uses a method of
record keeping that precisely
SPECED
indicates the growth and
8
1.23
accomplishments of each child
(progress monitoring).
0
0%
4 10% 18 46% 17
44%
2.33
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
5
0
0%
3 7%
18 43% 21
50%
2.43
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
3
0
0%
3 7%
17 39% 24
55%
2.48
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
12
0
0%
3 9%
13 37% 19
54%
2.46
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
7
0
0%
2 5%
9
73%
2.68
23% 29
Final Student Teaching Evaluation Spring 2015
1st 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
0
subject
0
0%
0 0% 8
14% 49
86%
2.86
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
0 0% 10 18% 47
82%
2.82
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
0 0% 31 54% 26
46%
2.46
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
0 0% 13 23% 44
77%
2.77
1.5
Designs lessons for differentiated
instruction
0
0
0%
1 2% 37 65% 19
33%
2.32
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0% 9
16% 48
84%
2.84
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0% 3
5%
54
95%
2.95
2.3
Manages transitions smoothly and
efficiently
0
0
0%
1 2% 35 61% 21
37%
2.35
2.4
Monitors and responds to student behavior
0
0
0%
0 0% 30 53% 27
47%
2.47
2.5
Arranges and oversees student work groups 1
0
0%
0 0% 27 48% 29
52%
2.52
2.6
Demonstrates classroom management
strategies
0
0
0%
0 0% 35 61% 22
39%
2.39
3.1
Communicates clear learning expectations
0
0
0%
0 0% 18 32% 39
68%
2.68
3.2
Communicates importance/relevance of
content
0
0
0%
1 2% 16 28% 40
70%
2.68
3.3
Voice is loud, clear, and pleasant
0
0
0%
0 0% 10 18% 47
82%
2.82
3.4
Introduction (set) is made to the lesson
0
0
0%
1 2% 15 26% 41
72%
2.70
3.5
Asks key questions allowing adequate
response time
0
0
0%
1 2% 20 35% 36
63%
2.61
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
2 4% 19 33% 36
63%
2.60
3.7
Technology is effectively utilized
0
0
0%
0 0% 15 26% 42
74%
2.74
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0% 8
86%
2.86
14% 49
Final Student Teaching Evaluation Spring 2015
1st Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.9
Uses variety of materials, activities, and
methods
0
0
0%
0 0% 20 35% 37
65%
2.65
3.10
Assesses students for understanding during
0
the lesson
0
0%
0 0% 18 32% 39
68%
2.68
3.11 Appropriate summary/conclusion evidenced 0
0
0%
0 0% 30 53% 27
47%
2.47
3.12
Assessment is made at the conclusion of a
lesson
0
0
0%
0 0% 16 28% 41
72%
2.72
3.13
Lesson plan is followed and adjusted when
necessary
0
0
0%
0 0% 9
16% 48
84%
2.84
3.14 Uses correct oral and written language
0
0
0%
0 0% 6
11% 51
89%
2.89
4.1
Professional in appearance and demeanor
0
0
0%
0 0% 2
4%
55
96%
2.96
4.2
Assignments are neat and timely
0
0
0%
0 0% 8
14% 49
86%
2.86
4.3
Follows rules and policies of the institution
0
0
0%
0 0% 4
7%
53
93%
2.93
4.4
Uses self-reflection for future teaching
0
0
0%
0 0% 14 25% 43
75%
2.75
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
0 0% 7
12% 50
88%
2.88
4.6
Works effectively with cooperating teacher
0
0
0%
0 0% 8
14% 49
86%
2.86
4.7
Communicates well with university
supervisor
0
0
0%
1 2% 4
7%
52
91%
2.89
4.8
Connects with school and community
2
0
0%
0 0% 12 22% 43
78%
2.78
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED
information about children, peers,
1.1
colleagues, and supervisors ethically.
11
0
0%
0 0% 2
6%
34
94%
2.94
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
11
0
0%
0 0% 5
14% 31
86%
2.86
The student teacher displays initiative,
SPECED
punctuality and accountability on a
11
1.3
consistent basis.
0
0%
0 0% 7
19% 29
81%
2.81
The student teacher develops an I.E.P.
SPECED consistent with the standards of the
24
1.4
school district or I.U. (including
assessment by student teacher).
0
0%
0 0% 9
39% 14
61%
2.61
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
11
0
0%
0 0% 7
19% 29
81%
2.81
SPECED The student teacher demonstrates
1.6
flexibility in planning and scheduling.
11
0
0%
0 0% 1
3%
35
97%
2.97
The student teacher writes objectives
SPECED
indicating measurable and/or
1.7
observable performance.
11
0
0%
1 3% 20 56% 15
42%
2.39
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
13
1.8
functional and/or developmental levels
of students.
0
0%
0 0% 3
9%
31
91%
2.91
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
11
0
0%
0 0% 2
6%
34
94%
2.94
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
11
0
0%
1 3% 15 42% 20
56%
2.53
Competency
(1)
Average
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
13
0
0%
0 0% 2
32
94%
2.94
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
11
0
0%
0 0% 11 31% 25
69%
2.69
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
13
0
0%
1 3% 16 47% 17
50%
2.47
SPECED The student teacher provides equitable
11
1.14
learning opportunities for all students.
0
0%
0 0% 4
11% 32
89%
2.89
The student teacher effectively works
SPECED
with and/or directs paraprofessionals
1.15
and/or other support staff.
12
0
0%
0 0% 8
23% 27
77%
2.77
The student teacher experiments with
SPECED
alternative and innovative devices and 11
1.16
techniques.
0
0%
0 0% 17 47% 19
53%
2.53
The student teacher gives concrete
SPECED
examples and takes advantage of real- 11
1.17
life situations.
0
0%
0 0% 7
19% 29
81%
2.81
SPECED The student teacher effectively works
1.18
with other teachers in the school.
12
0
0%
1 3% 3
9%
31
89%
2.86
SPECED The student teacher effectively works
1.19
with multiple groups.
13
0
0%
0 0% 13 38% 21
62%
2.62
The student teacher paces lessons to
SPECED
ensure appropriate length and
1.20
sequence.
11
0
0%
0 0% 12 33% 24
67%
2.67
The student teacher understands and
SPECED
supports what the regular class
1.21
teacher is teaching.
26
0
0%
0 0% 3
14% 18
86%
2.86
The student teacher focuses on other
SPECED
groups during the direct instruction
1.22
with one or two other groups.
13
0
0%
0 0% 17 50% 17
50%
2.50
SPECED The student teacher uses a method of
12
1.23
record keeping that precisely indicates
0
0%
0 0% 7
80%
2.80
Competency
(1)
6%
20% 28
Average
Final Special Education Addendum Spring 2015
1st Placement Dual K-8/PK-4 Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
the growth and accomplishments of
each child (progress monitoring).
SPECED The student teacher records the extent
12
1.24
to which objectives were achieved.
0
0%
0 0% 8
23% 27
77%
2.77
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
11
0
0%
0 0% 6
17% 30
83%
2.83
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
20
0
0%
0 0% 8
30% 19
70%
2.70
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress reports,
etc.)
11
0
0%
2 6% 4
11% 30
83%
2.78
Mid-Point Student Teacher Evaluation Spring 2015
1st Placement Dual K-8/PK-4 Supervisors
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 2%
28 49% 28
49%
2.47
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
2 4%
30 53% 25
44%
2.40
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
1 2%
38 67% 18
32%
2.30
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
0 0%
31 54% 26
46%
2.46
1.5
Designs lessons for differentiated
instruction
0
0
0%
2 4%
51 89% 4
7%
2.04
2.1
Creates a safe, engaging learning
environment
0
0
0%
2 4%
31 54% 24
42%
2.39
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0%
8
14% 49
86%
2.86
2.3
Manages transitions smoothly and
efficiently
0
0
0%
8 14% 39 68% 10
18%
2.04
2.4
Monitors and responds to student
behavior
0
0
0%
7 12% 33 58% 17
30%
2.18
2.5
Arranges and oversees student work
groups
4
0
0%
3 6%
32 60% 18
34%
2.28
2.6
Demonstrates classroom management
strategies
0
0
0%
4 7%
40 70% 13
23%
2.16
3.1
Communicates clear learning expectations 0
0
0%
3 5%
33 58% 21
37%
2.32
3.2
Communicates importance/relevance of
content
0
0
0%
3 5%
44 77% 10
18%
2.12
3.3
Voice is loud, clear, and pleasant
0
0
0%
2 4%
26 46% 29
51%
2.47
3.4
Introduction (set) is made to the lesson
0
0
0%
4 7%
14 25% 39
68%
2.61
3.5
Asks key questions allowing adequate
response time
0
0
0%
0 0%
43 75% 14
25%
2.25
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
1 2%
40 70% 16
28%
2.26
3.7
Technology is effectively utilized
6
0
0%
0 0%
29 57% 22
43%
2.43
Mid-Point Student Teacher Evaluation Spring 2015
1st Placement Dual K-8/PK-4 Supervisors
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%
27 47% 30
53%
2.53
3.9
Uses variety of materials, activities, and
methods
0
0
0%
0 0%
36 63% 21
37%
2.37
3.10
Assesses students for understanding
during the lesson
0
0
0%
0 0%
40 70% 17
30%
2.30
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
7 12% 40 70% 10
18%
2.05
3.12
Assessment is made at the conclusion of a
0
lesson
0
0%
4 7%
47 82% 6
11%
2.04
3.13
Lesson plan is followed and adjusted
when necessary
0
0
0%
0 0%
31 54% 26
46%
2.46
0
0
0%
0 0%
33 58% 24
42%
2.42
4.1
Professional in appearance and demeanor 0
0
0%
1 2%
12 21% 44
77%
2.75
4.2
Assignments are neat and timely
0
0
0%
0 0%
5
9%
52
91%
2.91
4.3
Follows rules and policies of the
institution
0
0
0%
0 0%
1
2%
56
98%
2.98
4.4
Uses self-reflection for future teaching
0
0
0%
0 0%
25 44% 32
56%
2.56
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
0 0%
11 19% 46
81%
2.81
4.6
Works effectively with cooperating teacher 0
0
0%
0 0%
9
16% 48
84%
2.84
4.7
Communicates well with university
supervisor
0
0
0%
1 2%
5
9%
51
89%
2.88
4.8
Connects with school and community
14
1
2%
1 2%
9
21% 32
74%
2.67
3.14 Uses correct oral and written language
Mid-Point Special Education Addendum Spring 2015
1st Placement
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED
information about children, peers,
1.1
colleagues, and supervisors ethically.
11
0
0%
0 0% 9
25% 27
75%
2.75
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
11
0
0%
1 3% 8
22% 27
75%
2.72
The student teacher displays initiative,
SPECED
punctuality and accountability on a
11
1.3
consistent basis.
0
0%
3 8% 7
19% 26
72%
2.64
The student teacher develops an I.E.P.
SPECED consistent with the standards of the
31
1.4
school district or I.U. (including
assessment by student teacher).
0
0%
0 0% 15 94% 1
6%
2.06
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
11
0
0%
2 6% 7
19% 27
75%
2.69
SPECED The student teacher demonstrates
1.6
flexibility in planning and scheduling.
11
0
0%
2 6% 4
11% 30
83%
2.78
The student teacher writes objectives
SPECED
indicating measurable and/or
1.7
observable performance.
11
0
0%
1 3% 33 92% 2
6%
2.03
The student teacher plans a project
(unit, I.E.P, or other appropriate
SPECED
project) that considers specific
22
1.8
functional and/or developmental levels
of students.
0
0%
1 4% 20 80% 4
16%
2.12
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
13
0
0%
0 0% 13 38% 21
62%
2.62
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
12
0
0%
3 9% 25 71% 7
20%
2.11
Competency
(1)
Average
Mid-Point Special Education Addendum Spring 2015
1st Placement
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
11
0
0%
0 0% 12 33% 24
67%
2.67
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
11
0
0%
3 8% 23 64% 10
28%
2.19
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
15
0
0%
2 6% 21 66% 9
28%
2.22
SPECED The student teacher provides equitable
11
1.14
learning opportunities for all students.
0
0%
0 0% 20 56% 16
44%
2.44
The student teacher effectively works
SPECED
with and/or directs paraprofessionals
1.15
and/or other support staff.
25
0
0%
1 5% 11 50% 10
45%
2.41
The student teacher experiments with
SPECED
alternative and innovative devices and 12
1.16
techniques.
0
0%
0 0% 27 77% 8
23%
2.23
The student teacher gives concrete
SPECED
examples and takes advantage of real- 11
1.17
life situations.
0
0%
0 0% 23 64% 13
36%
2.36
SPECED The student teacher effectively works
1.18
with other teachers in the school.
11
0
0%
1 3% 8
22% 27
75%
2.72
SPECED The student teacher effectively works
1.19
with multiple groups.
16
0
0%
1 3% 20 65% 10
32%
2.29
The student teacher paces lessons to
SPECED
ensure appropriate length and
1.20
sequence.
12
0
0%
1 3% 20 57% 14
40%
2.37
The student teacher understands and
SPECED
supports what the regular class
1.21
teacher is teaching.
28
0
0%
0 0% 12 63% 7
37%
2.37
The student teacher focuses on other
SPECED
groups during the direct instruction
1.22
with one or two other groups.
18
0
0%
1 3% 19 66% 9
31%
2.28
Competency
(1)
Average
Mid-Point Special Education Addendum Spring 2015
1st Placement
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
The student teacher uses a method of
SPECED record keeping that precisely indicates
16
1.23
the growth and accomplishments of
each child (progress monitoring).
0
0%
1 3% 11 35% 19
61%
2.58
SPECED The student teacher records the extent
13
1.24
to which objectives were achieved.
0
0%
1 3% 19 56% 14
41%
2.38
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
11
0
0%
0 0% 16 44% 20
56%
2.56
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
23
0
0%
0 0% 15 63% 9
38%
2.38
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress reports,
etc.)
11
0
0%
0 0% 12 33% 24
67%
2.67
Final Student Teacher Evaluation Spring 2015
2nd 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
0
subject
0
0%
0 0% 9
16% 48 84%
2.84
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
0 0% 10 18% 47 82%
2.82
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
0 0% 17 30% 40 70%
2.70
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
0 0% 11 19% 46 81%
2.81
1.5
Designs lessons for differentiated
instruction
1
0
0%
0 0% 27 48% 29 52%
2.52
2.1
Creates a safe, engaging learning
environment
0
0
0%
0 0% 5
9%
52 91%
2.91
2.2
Interacts respectfully/genuinely with
students
0
0
0%
0 0% 0
0%
57 100% 3.00
2.3
Manages transitions smoothly and
efficiently
0
0
0%
1 2% 23 40% 33 58%
2.56
2.4
Monitors and responds to student behavior
0
0
0%
0 0% 14 25% 43 75%
2.75
2.5
Arranges and oversees student work groups 0
0
0%
1 2% 16 28% 40 70%
2.68
2.6
Demonstrates classroom management
strategies
0
0
0%
1 2% 14 25% 42 74%
2.72
3.1
Communicates clear learning expectations
0
0
0%
0 0% 12 21% 45 79%
2.79
3.2
Communicates importance/relevance of
content
0
0
0%
0 0% 14 25% 43 75%
2.75
3.3
Voice is loud, clear, and pleasant
0
0
0%
1 2% 11 19% 45 79%
2.77
3.4
Introduction (set) is made to the lesson
0
0
0%
1 2% 12 21% 44 77%
2.75
3.5
Asks key questions allowing adequate
response time
0
0
0%
0 0% 10 18% 47 82%
2.82
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
0 0% 14 25% 43 75%
2.75
3.7
Technology is effectively utilized
4
0
0%
0 0% 6
11% 47 89%
2.89
3.8
Motivates students with positive
reinforcement
0
0
0%
0 0% 5
9%
2.91
52 91%
Final Student Teacher Evaluation Spring 2015
2nd Placement Dual K-8/PK-4 Supervisor
Competency
N/A Unsatisfactory Basic
Proficient
Distinguished
(-1) (0)
(2)
(3)
(1)
Average
3.9
Uses variety of materials, activities, and
methods
0
0
0%
1 2% 9
16% 47 82%
2.81
3.10
Assesses students for understanding during
0
the lesson
0
0%
0 0% 16 28% 41 72%
2.72
3.11 Appropriate summary/conclusion evidenced 0
0
0%
1 2% 23 40% 33 58%
2.56
3.12
Assessment is made at the conclusion of a
lesson
0
0
0%
0 0% 20 35% 37 65%
2.65
3.13
Lesson plan is followed and adjusted when
necessary
0
0
0%
0 0% 3
5%
54 95%
2.95
3.14 Uses correct oral and written language
0
0
0%
0 0% 3
5%
54 95%
2.95
4.1
Professional in appearance and demeanor
0
0
0%
0 0% 1
2%
56 98%
2.98
4.2
Assignments are neat and timely
0
0
0%
0 0% 6
11% 51 89%
2.89
4.3
Follows rules and policies of the institution
0
0
0%
1 2% 0
0%
56 98%
2.96
4.4
Uses self-reflection for future teaching
0
0
0%
0 0% 6
11% 51 89%
2.89
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
0 0% 5
9%
52 91%
2.91
4.6
Works effectively with cooperating teacher
0
0
0%
0 0% 4
7%
53 93%
2.93
4.7
Communicates well with university
supervisor
0
0
0%
0 0% 1
2%
56 98%
2.98
4.8
Connects with school and community
7
0
0%
0 0% 6
12% 44 88%
2.88
Final Special Education Addendum Spring 2015
2nd Placement Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
Average
The student teacher handles
SPECED
information about children, peers,
8
1.1
colleagues, and supervisors ethically.
0
0%
0 0%
1
3%
28 97%
2.97
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
8
0
0%
0 0%
2
7%
27 93%
2.93
The student teacher displays
SPECED
initiative, punctuality and
1.3
accountability on a consistent basis.
8
0
0%
2 7%
2
7%
25 86%
2.79
The student teacher develops an
SPECED I.E.P. consistent with the standards of
13
1.4
the school district or I.U. (including
assessment by student teacher).
0
0%
0 0%
12 50% 12 50%
2.50
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
8
0
0%
0 0%
5
17% 24 83%
2.83
SPECED The student teacher demonstrates
8
1.6
flexibility in planning and scheduling.
0
0%
0 0%
2
7%
27 93%
2.93
The student teacher writes objectives
SPECED
indicating measurable and/or
8
1.7
observable performance.
0
0%
1 3%
10 34% 18 62%
2.59
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.
8
0
0%
0 0%
4
14% 25 86%
2.86
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
8
0
0%
0 0%
0
0%
The student teacher demonstrates
SPECED effective prevention by anticipating
1.10
potential problem areas and takes
precautions to eliminate them.
8
0
0%
1 3%
6
21% 22 76%
29 100% 3.00
2.72
Final Special Education Addendum Spring 2015
2nd Placement Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
11
0
0%
0 0%
0
0%
The student teacher consistently
SPECED
reinforces appropriate behavior and
1.12
enforces class rules.
8
0
0%
0 0%
4
14% 25 86%
2.86
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
10
0
0%
1 4%
6
22% 20 74%
2.70
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
8
0
0%
0 0%
1
3%
28 97%
2.97
The student teacher effectively works
SPECED
with and/or directs paraprofessionals 12
1.15
and/or other support staff.
0
0%
1 4%
3
12% 21 84%
2.80
The student teacher experiments with
SPECED
alternative and innovative devices
8
1.16
and techniques.
0
0%
1 3%
0
0%
28 97%
2.93
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
8
0
0%
0 0%
4
14% 25 86%
2.86
SPECED The student teacher effectively works
8
1.18
with other teachers in the school.
0
0%
0 0%
2
7%
27 93%
2.93
SPECED The student teacher effectively works
11
1.19
with multiple groups.
0
0%
1 4%
6
23% 19 73%
2.69
The student teacher paces lessons to
SPECED
ensure appropriate length and
8
1.20
sequence.
0
0%
0 0%
5
17% 24 83%
2.83
The student teacher understands and
SPECED
supports what the regular class
19
1.21
teacher is teaching.
0
0%
0 0%
0
0%
The student teacher focuses on other
SPECED
groups during the direct instruction
10
1.22
with one or two other groups.
0
0%
1 4%
6
22% 20 74%
Competency
Average
26 100% 3.00
18 100% 3.00
2.70
Final Special Education Addendum Spring 2015
2nd Placement Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(1)
(2)
(3)
Average
The student teacher uses a method of
record keeping that precisely
SPECED
indicates the growth and
13
1.23
accomplishments of each child
(progress monitoring).
0
0%
0 0%
3
13% 21 88%
2.88
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
8
0
0%
0 0%
2
7%
27 93%
2.93
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
8
0
0%
0 0%
5
17% 24 83%
2.83
The student teacher effectively links
SPECED
assessments(s) with intervention
1.26
approach(es) delineated in I.E.P.
12
0
0%
0 0%
3
12% 22 88%
2.88
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
9
0
0%
5 18% 0
0%
2.64
23 82%
Mid-Point Student Teacher Evaluation Spring 2015
2nd 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%
2
4%
34 60% 21
37%
2.33
1.2
Demonstrates knowledge of students’
needs/interests
0
0
0%
9
16% 29 51% 19
33%
2.18
1.3
Demonstrates knowledge of content &
pedagogy
0
0
0%
4
7%
35 61% 18
32%
2.25
1.4
Demonstrates knowledge of classroom
resources
0
0
0%
5
9%
36 63% 16
28%
2.19
1.5
Designs lessons for differentiated
instruction
1
0
0%
8
14% 41 73% 7
13%
1.98
2.1
Creates a safe, engaging learning
environment
0
0
0%
2
4%
21 37% 34
60%
2.56
2.2
Interacts respectfully/genuinely with
students
0
0
0%
1
2%
8
14% 48
84%
2.82
2.3
Manages transitions smoothly and
efficiently
0
0
0%
11 19% 28 49% 18
32%
2.12
2.4
Monitors and responds to student
behavior
0
0
0%
9
16% 32 56% 16
28%
2.12
2.5
Arranges and oversees student work
groups
4
0
0%
6
11% 30 57% 17
32%
2.21
2.6
Demonstrates classroom management
strategies
0
0
0%
11 19% 31 54% 15
26%
2.07
3.1
Communicates clear learning
expectations
0
0
0%
4
7%
26%
2.19
3.2
Communicates importance/relevance of
content
0
0
0%
6
11% 44 77% 7
12%
2.02
3.3
Voice is loud, clear, and pleasant
0
0
0%
5
9%
14 25% 38
67%
2.58
3.4
Introduction (set) is made to the lesson
0
0
0%
3
5%
21 37% 33
58%
2.53
3.5
Asks key questions allowing adequate
response time
0
0
0%
1
2%
31 54% 25
44%
2.42
3.6
Content/ideas communicated clearly and
accurately
0
0
0%
4
7%
36 63% 17
30%
2.23
3.7
Technology is effectively utilized
12
0
0%
1
2%
27 60% 17
38%
2.36
38 67% 15
Mid-Point Student Teacher Evaluation Spring 2015
2nd Placement Dual K-8/PK-4 Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
Average
3.8
Motivates students with positive
reinforcement
0
0
0%
6
11% 26 46% 25
44%
2.33
3.9
Uses variety of materials, activities, and
methods
0
0
0%
2
4%
39 68% 16
28%
2.25
3.10
Assesses students for understanding
during the lesson
0
0
0%
2
4%
39 68% 16
28%
2.25
3.11
Appropriate summary/conclusion
evidenced
0
0
0%
5
9%
36 63% 16
28%
2.19
3.12
Assessment is made at the conclusion of
0
a lesson
0
0%
6
11% 36 63% 15
26%
2.16
3.13
Lesson plan is followed and adjusted
when necessary
0
0
0%
2
4%
24 42% 31
54%
2.51
0
0
0%
1
2%
18 32% 38
67%
2.65
3.14 Uses correct oral and written language
4.1
Professional in appearance and
demeanor
0
0
0%
0
0%
7
12% 50
88%
2.88
4.2
Assignments are neat and timely
0
0
0%
2
4%
6
11% 49
86%
2.82
4.3
Follows rules and policies of the
institution
0
0
0%
0
0%
3
5%
54
95%
2.95
4.4
Uses self-reflection for future teaching
0
0
0%
1
2%
26 46% 30
53%
2.51
4.5
Welcomes and seeks out feedback for
improvement
0
0
0%
1
2%
12 21% 44
77%
2.75
4.6
Works effectively with cooperating
teacher
0
0
0%
1
2%
9
16% 47
82%
2.81
4.7
Communicates well with university
supervisor
0
0
0%
0
0%
4
7%
53
93%
2.93
4.8
Connects with school and community
14
0
0%
1
2%
17 40% 25
58%
2.56
Mid-Point Special Education Addendum Spring 2015
2nd Placement Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
The student teacher handles
SPECED information about children, peers,
1.1
colleagues, and supervisors
ethically.
8
0
0%
0
0%
8
20% 32
80%
2.80
The student teacher demonstrates
SPECED
flexibility by adapting readily to
1.2
changes and emergency situations.
8
0
0%
0
0%
16 40% 24
60%
2.60
The student teacher displays
SPECED
initiative, punctuality and
8
1.3
accountability on a consistent basis.
0
0%
3
8%
13 33% 24
60%
2.53
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).
31
0
0%
12 71% 5
0%
1.29
The student teacher submits and
discusses lesson plans with
SPECED
cooperating teacher and/or
1.5
paraprofessional in advance of
teaching.
8
0
0%
2
5%
19 48% 19
48%
2.43
The student teacher demonstrates
SPECED
flexibility in planning and
1.6
scheduling.
8
0
0%
0
0%
10 25% 30
75%
2.75
The student teacher writes
SPECED
objectives indicating measurable
1.7
and/or observable performance.
9
0
0%
2
5%
33 85% 4
10%
2.05
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.
25
0
0%
1
4%
17 74% 5
22%
2.17
The student teacher utilizes
SPECED
Pennsylvania K-12 Academic
1.9
Standards in planning instruction.
8
0
0%
1
3%
7
18% 32
80%
2.78
SPECED The student teacher demonstrates
1.10
effective prevention by anticipating
9
0
0%
5
13% 20 51% 14
36%
2.23
Competency
(1)
29% 0
Average
Mid-Point Special Education Addendum Spring 2015
2nd Placement Supervisor
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
11
0
0%
0
0%
14 38% 23
62%
2.62
The student teacher consistently
SPECED
reinforces appropriate behavior and 9
1.12
enforces class rules.
0
0%
5
13% 17 44% 17
44%
2.31
The student teacher manages more
SPECED than one group
1.13
(subject/program/activity)
simultaneously.
15
0
0%
5
15% 20 61% 8
24%
2.09
The student teacher provides
SPECED
equitable learning opportunities for
1.14
all students.
8
0
0%
0
0%
17 43% 23
58%
2.58
The student teacher effectively
SPECED works with and/or directs
1.15
paraprofessionals and/or other
support staff.
15
0
0%
1
3%
14 42% 18
55%
2.52
The student teacher experiments
SPECED
with alternative and innovative
1.16
devices and techniques.
8
0
0%
1
3%
33 83% 6
15%
2.13
The student teacher gives concrete
SPECED
examples and takes advantage of
1.17
real-life situations.
8
0
0%
3
8%
32 80% 5
13%
2.05
The student teacher effectively
SPECED
works with other teachers in the
1.18
school.
9
0
0%
0
0%
8
79%
2.79
SPECED The student teacher effectively
1.19
works with multiple groups.
18
0
0%
5
17% 20 67% 5
17%
2.00
The student teacher paces lessons
SPECED
to ensure appropriate length and
1.20
sequence.
9
0
0%
1
3%
46%
2.44
Competency
(1)
Average
potential problem areas and takes
precautions to eliminate them.
The student teacher takes care to
SPECED
establish accuracy, objectivity, and
1.11
confidentiality of reports.
21% 31
20 51% 18
Mid-Point Special Education Addendum Spring 2015
2nd Placement Supervisor
Competency
N/A
Unsatisfactory Basic
Proficient
Distinguished
(-1)
(0)
(2)
(3)
(1)
The student teacher understands
SPECED
and supports what the regular class 18
1.21
teacher is teaching.
0
0%
0
0%
The student teacher focuses on
SPECED other groups during the direct
1.22
instruction with one or two other
groups.
19
0
0%
4
The student teacher uses a method
of record keeping that precisely
SPECED
indicates the growth and
1.23
accomplishments of each child
(progress monitoring).
11
0
0%
The student teacher records the
SPECED
extent to which objectives were
1.24
achieved.
8
0
The student teacher re-teachers or
SPECED
adjusts objectives which were not
1.25
achieved.
9
47%
2.47
14% 22 76% 3
10%
1.97
0
0%
34 92% 3
8%
2.08
0%
2
5%
35 88% 3
8%
2.03
0
0%
3
8%
29 74% 7
18%
2.10
The student teacher effectively links
SPECED
assessments(s) with intervention
14
1.26
approach(es) delineated in I.E.P.
0
0%
9
26% 20 59% 5
15%
1.88
The student teacher completes all
clerical responsibilities in a timely
SPECED
manner (grading assignments,
1.27
attendance, reports, progress
reports, etc.)
0
0%
2
5%
68%
2.62
11
16 53% 14
Average
10 27% 25
Lesson Plan Evaluation Spring 2015
Dual K-8/PK-4
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(2)
(3)
(1)
Average
LESSON_PLAN
1.1
Standard(s) / Anchors
0
0
0%
1 2% 3
53
93%
2.91
LESSON_PLAN
1.2
Instructional Objectives
0
0
0%
2 4% 20 35% 35
61%
2.58
LESSON_PLAN
1.3
Essential Questions (EQ)
0
0
0%
1 2% 23 40% 33
58%
2.56
LESSON_PLAN
1.4
Formative and Summative
Assessment
0
0
0%
1 2% 20 35% 36
63%
2.61
LESSON_PLAN
1.5
Introduction
0
0
0%
1 2% 20 35% 36
63%
2.61
LESSON_PLAN
1.6
Teaching Procedures
0
0
0%
1 2% 4
52
91%
2.89
LESSON_PLAN
1.7
Closure
0
0
0%
2 4% 22 39% 33
58%
2.54
LESSON_PLAN
1.8
Differentiated Learning
Activities
0
0
0%
2 4% 24 42% 31
54%
2.51
LESSON_PLAN
1.9
Instructional Resources,
Materials, and Technology
0
0
0%
1 2% 4
52
91%
2.89
LESSON_PLAN
1.10
Post-Lesson Reflection /
Analysis
0
0
0%
2 4% 14 25% 41
72%
2.68
5%
7%
7%
Teacher Disposition Checklist Spring 2015
Dual K-8/PK-4 Supervisor
Not No
Competency
set. experience
(-1) (0)
Complies with university and school
district policies and procedures (e.g.,
TDC
meets expectations, produces quality
1.1
work, exhibits academic honesty,
demonstrates good citizenship)
Infrequently Sometimes Often
Always
(1)
(4)
(2)
(3)
Average
0
0
0%
0
0%
0
0%
2
4%
55 96%
3.96
Adheres to local, state and federal rules
and laws (e.g., creates a safe
TDC
environment for students,
0
1.2
demonstrates ethical conduct,
maintains professional relationships)
0
0%
0
0%
0
0%
0
0%
57 100% 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%
3
5%
54 95%
3.95
Displays a professional demeanor (e.g.,
TDC dresses appropriately, meets
0
1.4 attendance expectations, actively
participates in class)
0
0%
0
0%
0
0%
7
12% 50 88%
3.88
Adheres to all professional standards,
including the use of technologies (e.g.,
TDC
accesses authorized websites, uses
1.5
personal electronic devices as
appropriate)
0
0
0%
0
0%
1
2%
0
0%
56 98%
3.96
Exhibits fair treatment of students,
colleagues, professionals, staff, and
TDC
families (e.g., promotes social justice,
0
1.6
exhibits fairness in assessing students’
interactions with others)
0
0%
0
0%
0
0%
1
2%
56 98%
3.98
Interacts with sensitivity to community
and cultural norms (race, ethnicity, age,
TDC
gender, sexual orientation,
0
1.7
ability/disability, and social economic
status)
0
0%
0
0%
0
0%
2
4%
55 96%
3.96
Values and responds to all aspects of a
TDC
child’s well-being (cognitive, emotional, 0
1.8
psychological, social and physical)
0
0%
0
0%
0
0%
2
4%
55 96%
3.96
Teacher Disposition Checklist Spring 2015
Dual K-8/PK-4 Supervisor
Not No
Competency
set. experience
(-1) (0)
Infrequently Sometimes Often
Always
(1)
(4)
(2)
(3)
Average
Utilizes a full range of differentiated
instructional practices (e.g., considers
students’ strengths, needs and
TDC
experiences when planning instruction, 0
1.9
uses flexible groupings for instruction,
provides opportunities for all students
to succeed)
0
0%
0
0%
12 21% 29 51% 16 28%
3.07
Meets professional expectations (e.g.,
seeks help in a timely manner,
TDC completes assignments on time,
1.10 participates equitably in teamwork, is
punctual, follows procedures for
extensions)
0
0
0%
0
0%
1
2%
9
16% 47 82%
3.81
Considers and responds to multiple
TDC perspectives (e.g., incorporates
0
1.11 professional feedback and constructive
suggestions)
0
0%
0
0%
0
0%
10 18% 47 82%
3.82
Demonstrates kind, caring and
respectful interactions with others (e.g.,
maintains emotional control, responds
TDC
appropriately to actions and reactions
0
1.12
of others, adapts to unexpected or new
situations, acts from a positive frame of
reference)
0
0%
0
0%
0
0%
4
53 93%
3.93
Utilizes professional oral and written
communication based on the purpose
and audience (e.g., employs suitable
TDC
tone of voice, and verbal and nonverbal 0
1.13
expressions, uses grammatically
correct sentences, exercises
appropriate self-disclosure)
0
0%
0
0%
0
0%
14 25% 43 75%
3.75
Accepts responsibility for personal
actions or decisions (e.g., shows an
TDC
understanding of policies and
1.14
procedures for professional behaviors
and dispositions)
0
0
0%
0
0%
0
0%
8
14% 49 86%
3.86
TDC Solves problems proactively (e.g.,
1.15 recognizes problems and seeks
0
0
0%
0
0%
1
2%
15 26% 41 72%
3.70
7%
Teacher Disposition Checklist Spring 2015
Dual K-8/PK-4 Supervisor
Not No
Competency
set. experience
(-1) (0)
Infrequently Sometimes Often
Always
(1)
(3)
(4)
(2)
Average
resolutions, collaborates and problem
solves with others)
Seeks clarification and assistance as
TDC
needed (e.g., seeks and utilizes human
1.16
and material resources)
0
0
0%
0
0%
0
0%
9
16% 48 84%
3.84
Engages in processes of continuous
reflection based on relevant
TDC assessment data (e.g., utilizes
1.17 systematic reflection processes for
problem-solving and modifying
educational practices)
0
0
0%
0
0%
1
2%
28 49% 28 49%
3.47
Completes assigned tasks that
TDC
demonstrate high personal and
1.18
professional standards
0
0
0%
0
0%
0
0%
10 18% 47 82%
3.82
Seeks to keep abreast of new ideas,
evidence-based practices, and
understandings in the field to improve
TDC instructional practices and teaching
0
1.19 activities (e.g., reads educational
journals, attends professional meetings
and conferences, and engages in
professional discussions with others)
0
0%
0
0%
4
7%
43 75% 10 18%
3.11
Demonstrates positive attitude towards
learning through intellectual curiosity
and participation in professionallyTDC related experiences (e.g., actively
0
1.20 participates in class activities and
professionally-related associations,
exceeds expectations for assignments,
tasks and teamwork)
0
0%
0
0%
3
5%
27 47% 27 47%
3.42
Reflects upon teaching practices (e.g.,
TDC identifies areas of strengths and needs,
0
1.21 engages in professional development
based upon self-reflections)
0
0%
2
4%
3
5%
23 40% 29 51%
3.39
Unit Plan Evaluation Spring 2015
Dual K-8/PK-4
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(2)
(3)
(1)
Average
UNITPLAN
Introduction / General Information
1.1
0
0
0%
1
2%
15 26% 41
72%
2.70
UNITPLAN
Academic Standards / Anchors
1.2
0
1
2%
1
2%
10 18% 45
79%
2.74
UNITPLAN
Unit Goals
1.3
0
0
0%
3
5%
30 53% 24
42%
2.37
UNITPLAN
Essential Questions (EQs)
1.4
0
0
0%
6
11% 18 32% 33
58%
2.47
Pre-Assessment:
UNITPLAN Completed at the start of the unit to determine the baseline of student
1.5
knowledge and competencies. Use pre-assessment data when analyzing
student learning and teaching at the end of the Unit plan reflection.
0
0
0%
7
12% 8
14% 42
74%
2.61
UNITPLAN
Content - Daily Lesson Plan (Use the prescribed lesson plan format)
1.6
0
0
0%
1
2%
12 21% 44
77%
2.75
Integration of Resources and Technology:
List all materials, resources and technology (e.g., multimedia, technology,
UNITPLAN
lab equipment, outside expert) utilized in the instruction of the unit. If
1.7
technology is excluded, provide an instructionally sound rationale for its
absence.
0
0
0%
1
2%
8
14% 48
84%
2.82
0
0
0%
11 19% 25 44% 21
37%
2.18
Differentiated Learning Activities:
Include research-based strategies that challenge all learners. Include
context of the learners as a rationale for differentiation:
UNITPLAN
1.8
• Describe important characteristics of 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).
Unit Plan Evaluation Spring 2015
Dual K-8/PK-4
-not
Competency
set(-1)
Unsatisfactory Basic
Proficient
Distinguished
(0)
(2)
(3)
(1)
Average
• Explain the specific activities that 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 / Post-Assessment
Related directly to pre-assessment to evaluate degree of student learning
UNITPLAN
after unit is taught and which match unit goals and lesson plan objectives.
1.9
Summative assessments include chapter/unit tests, writing projects,
quizzes, or ongoing projects, etc.
0
0
0%
5
9%
12 21% 40
70%
2.61
0
2
4%
7
12% 15 26% 33
58%
2.39
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: 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 environments, 3) instruction, and 4) professional responsibilities
as related to instructional objectives or standards.
Post Student Teaching Survey Spring 2015
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%
0 0% 6
26% 17 74% 2.74
ES
1.2
Articulate clear learning goals for lessons that
are appropriate for the students
0
0 0%
0 0% 4
17% 19 83% 2.83
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
17% 19 83% 2.83
ES
1.4
Create or select teaching methods, learning
activities, and instructional materials or other
resources that are appropriate for the students 0
and that are aligned with the academic content
standards
0 0%
0 0% 4
17% 19 83% 2.83
ES
1.5
Create or select evaluation strategies that are
appropriate for the students and that are
aligned with the academic content standards
0
0 0%
1 4% 5
22% 17 74% 2.70
ES
1.6
Create a learning climate that promotes
fairness
0
0 0%
0 0% 5
22% 18 78% 2.78
ES
1.7
Establish and maintain rapport with students
0
0 0%
0 0% 1
4%
ES
1.8
Communicate challenging learning
expectations to each student
0
0 0%
1 4% 11 48% 11 48% 2.43
ES
1.9
Establish and maintain consistent standards of
0
appropriate student behavior
0 0%
0 0% 5
22% 18 78% 2.78
22 96% 2.96
ES Make the physical environment safe and
1.10 conducive to learning
0
0 0%
0 0% 2
9%
ES Make learning goals and instructional
1.11 procedures clear to all students
0
0 0%
0 0% 3
13% 20 87% 2.87
ES Make curriculum content understandable for
1.12 students
0
0 0%
0 0% 5
22% 18 78% 2.78
Monitor student progress through
ES
demonstrations of their understanding of
1.13
content through a variety of means, providing
0
0 0%
0 0% 5
22% 18 78% 2.78
21 91% 2.91
Post Student Teaching Survey Spring 2015
Dual K-8/PK-4 Teacher Candidate
-not Strongly
Competency
Disagree Agree
Strongly
set-
Disagree
(-1)
(0)
ES
Use instructional time effectively
1.14
0
0 0%
0 0% 7
30% 16 70% 2.70
ES Encourage students to extend their analytical
1.15 and critical thinking
0
0 0%
0 0% 8
35% 15 65% 2.65
ES Reflect on the extent to which the learning
1.16 goals for students have been met
0
0 0%
1 4% 7
30% 15 65% 2.61
ES Effectively teach students across relevant
1.17 settings
0
0 0%
0 0% 5
22% 18 78% 2.78
Build professional relationships with
ES colleagues to share teaching insights,
0
1.18 coordinate learning activities for students, and
collaboratively solve problems
0 0%
0 0% 1
4%
ES Communicate with parents or guardians about
1
1.19 student learning
1 5%
0 0% 10 45% 11 50% 2.41
ES Differentiate instruction to address student
1.20 diversity
0
0 0%
1 4% 5
22% 17 74% 2.70
ES Integrate technology into teaching and
1.21 learning
0
0 0%
0 0% 7
30% 16 70% 2.70
ES Demonstrate appropriate professional
1.22 behaviors
0
0 0%
0 0% 2
9%
ES
Have a positive impact on student learning
1.23
0
0 0%
0 0% 3
13% 20 87% 2.87
ES Have a positive impact due to knowledge and
1.24 skill of classroom management
0
0 0%
0 0% 5
22% 18 78% 2.78
ES Have a positive impact due to knowledge and
1.25 skill of discipline
0
0 0%
0 0% 8
35% 15 65% 2.65
ES Have a positive impact due to knowledge and
1.26 skill of planning
0
0 0%
0 0% 1
4%
22 96% 2.96
ES Have a positive impact due to knowledge and
1.27 skill of implementing instruction
0
0 0%
0 0% 2
9%
21 91% 2.91
(1)
(2)
Agree
Average
(3)
feedback to students to assist learning, and
adjusting learning activities as the situation
demands
22 96% 2.96
21 91% 2.91
Post Student Teaching Survey Spring 2015
Dual K-8/PK-4 Teacher Candidate
-not Strongly
Competency
Disagree Agree
Strongly
set-
Disagree
(-1)
(0)
ES Have a positive impact due to knowledge and
1.28 skill of assessing instruction
1
0 0%
0 0% 8
36% 14 64% 2.64
ES Have a positive impact due to knowledge and
1.29 skill of reflecting on student learning
0
0 0%
0 0% 6
26% 17 74% 2.74
ES Have a positive impact due to knowledge and
1.30 skill of differentiating for student differences
0
0 0%
0 0% 6
26% 17 74% 2.74
My teacher preparation program enabled me to
ES
have a positive impact due to knowledge and
0
1.31
skills other than those listed above
0 0%
0 0% 5
22% 18 78% 2.78
(1)
(2)
Agree
Average
(3)
Pre-Student Teaching Survey Spring 2015
Dual K-8/PK-4 Teacher Candidates
-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
1
1 2%
0 0%
30 57% 22 42% 2.38
ES
1.2
Articulate clear learning goals for lessons that
are appropriate for the students
1
1 2%
1 2%
31 58% 20 38% 2.32
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
1
1 2%
0 0%
32 60% 20 38% 2.34
ES
1.4
Create or select teaching methods, learning
activities, and instructional materials or other
resources that are appropriate for the students 1
and that are aligned with the academic content
standards
1 2%
1 2%
28 53% 23 43% 2.38
ES
1.5
Create or select evaluation strategies that are
appropriate for the students and that are
aligned with the academic content standards
1
1 2%
7 13% 32 60% 13 25% 2.08
ES
1.6
Create a learning climate that promotes
fairness
1
1 2%
1 2%
24 45% 27 51% 2.45
ES
1.7
Establish and maintain rapport with students
1
1 2%
0 0%
13 25% 39 74% 2.70
ES
1.8
Communicate challenging learning
expectations to each student
1
1 2%
7 13% 32 60% 13 25% 2.08
ES
1.9
Establish and maintain consistent standards of
1
appropriate student behavior
1 2%
1 2%
29 55% 22 42% 2.36
ES Make the physical environment safe and
1.10 conducive to learning
1
1 2%
0 0%
13 25% 39 74% 2.70
ES Make learning goals and instructional
1.11 procedures clear to all students
1
1 2%
1 2%
28 53% 23 43% 2.38
ES Make curriculum content understandable for
1.12 students
1
1 2%
3 6%
29 55% 20 38% 2.28
ES Monitor student progress through
1.13 demonstrations of their understanding of
1
1 2%
2 4%
28 53% 22 42% 2.34
Pre-Student Teaching Survey Spring 2015
Dual K-8/PK-4 Teacher Candidates
-not Strongly
Competency
set-
Disagree
(-1)
(0)
ES
Use instructional time effectively
1.14
1
ES Encourage students to extend their analytical
1.15 and critical thinking
Disagree Agree
Strongly
Agree
Average
(1)
(2)
1 2%
4 8%
30 57% 18 34% 2.23
1
1 2%
6 11% 34 64% 12 23% 2.08
ES Reflect on the extent to which the learning
1.16 goals for students have been met
1
1 2%
1 2%
33 62% 18 34% 2.28
ES Effectively teach students across relevant
1.17 settings
1
1 2%
3 6%
27 51% 22 42% 2.32
Build professional relationships with
ES colleagues to share teaching insights,
1
1.18 coordinate learning activities for students, and
collaboratively solve problems
1 2%
4 8%
25 47% 23 43% 2.32
ES Communicate with parents or guardians about
1
1.19 student learning
2 4%
6 11% 25 47% 20 38% 2.19
ES Differentiate instruction to address student
1.20 diversity
1
1 2%
4 8%
21 40% 27 51% 2.40
ES Integrate technology into teaching and
1.21 learning
1
1 2%
5 9%
31 58% 16 30% 2.17
ES Demonstrate appropriate professional
1.22 behaviors
1
1 2%
0 0%
15 28% 37 70% 2.66
ES
Have a positive impact on student learning
1.23
1
1 2%
1 2%
13 25% 38 72% 2.66
ES Have a positive impact due to knowledge and
1.24 skill of classroom management
1
1 2%
3 6%
29 55% 20 38% 2.28
ES Have a positive impact due to knowledge and
1.25 skill of discipline
1
1 2%
6 11% 30 57% 16 30% 2.15
ES Have a positive impact due to knowledge and
1.26 skill of planning
1
1 2%
3 6%
27 51% 22 42% 2.32
ES Have a positive impact due to knowledge and
1.27 skill of implementing instruction
1
1 2%
1 2%
29 55% 22 42% 2.36
(3)
content through a variety of means, providing
feedback to students to assist learning, and
adjusting learning activities as the situation
demands
Pre-Student Teaching Survey Spring 2015
Dual K-8/PK-4 Teacher Candidates
-not Strongly
Competency
set-
Disagree
(-1)
(0)
ES Have a positive impact due to knowledge and
1.28 skill of assessing instruction
1
ES Have a positive impact due to knowledge and
1.29 skill of reflecting on student learning
ES Have a positive impact due to knowledge and
1.30 skill of differentiating for student differences
Disagree Agree
Strongly
Agree
Average
(1)
(2)
1 2%
1 2%
31 58% 20 38% 2.32
1
1 2%
3 6%
29 55% 20 38% 2.28
1
1 2%
3 6%
26 49% 23 43% 2.34
My teacher preparation program enabled me to
ES
have a positive impact due to knowledge and
1
1.31
skills other than those listed above
1 2%
0 0%
30 57% 22 42% 2.38
(3)
Special Education Dual K-8/PK-4
Spring 2015
Please identify how often you demonstrate the given Teacher Dispositions.
#
1
2
3
4
5
6
7
8
Question
1. Complies with university and school
district policies and procedures (e.g., meets
expectations, produces quality work, exhibits
academic honesty, demonstrates good
citizenship)
2. Adheres to local, state and federal rules
and laws (e.g., creates a safe environment
for students, demonstrates ethical conduct,
maintains professional relationships)
3. Communicates with honesty and integrity
(e.g., uses appropriate language, maintains
confidentiality, treats all people with respect
and dignity)
4. Displays a professional demeanor (e.g.,
dresses appropriately, meets attendance
expectations, actively participates in class)
5. Adheres to all professional standards,
including the use of technologies (e.g.,
accesses authorized websites, uses
personal electronic devices as appropriate)
6. Exhibits fair treatment of students,
colleagues, professionals, staff, and families
(e.g., promotes social justice, exhibits
fairness in assessing students’ interactions
with others)
7. Interacts with sensitivity to community and
cultural norms (race, ethnicity, age, gender,
sexual orientation, ability/disability, and
social economic status)
8. Values and responds to all aspects of a
child’s well-being (cognitive, emotional,
psychological, social and physical)
Always
Often
Sometimes
Infrequently
No
Experience
Total
Responses
Mean
11
1
1
0
0
13
1.23
12
1
0
0
0
13
1.08
10
3
0
0
0
13
1.23
9
4
0
0
0
13
1.31
6
5
2
0
0
13
1.69
11
2
0
0
0
13
1.15
11
0
1
0
1
13
1.46
10
1
0
0
2
13
1.69
Special Education Dual K-8/PK-4
Spring 2015
9
10
11
12
13
14
15
9. Utilizes a full range of differentiated
instructional practices (e.g., considers
students’ strengths, needs and experiences
when planning instruction, uses flexible
groupings for instruction, provides
opportunities for all students to succeed)
10. Meets professional expectations (e.g.,
seeks help in a timely manner, completes
assignments on time, participates equitably
in teamwork, is punctual, follows procedures
for extensions)
11. Considers and responds to multiple
perspectives (e.g., incorporates professional
feedback and constructive suggestions)
12. Demonstrates kind, caring and
respectful interactions with others (e.g.,
maintains emotional control, responds
appropriately to actions and reactions of
others, adapts to unexpected or new
situations, acts from a positive frame of
reference)
13. Utilizes professional oral and written
communication based on the purpose and
audience (e.g., employs suitable tone of
voice, and verbal and nonverbal
expressions, uses grammatically correct
sentences, exercises appropriate selfdisclosure)
14. Accepts responsibility for personal
actions or decisions (e.g., shows an
understanding of policies and procedures for
professional behaviors and dispositions)
15. Solves problems proactively (e.g.,
recognizes problems and seeks resolutions,
collaborates and problem solves with others)
6
4
1
0
2
13
2.08
11
2
0
0
0
13
1.15
7
4
2
0
0
13
1.62
10
2
0
0
0
12
1.17
9
4
0
0
0
13
1.31
12
1
0
0
0
13
1.08
10
3
0
0
0
13
1.23
Special Education Dual K-8/PK-4
Spring 2015
16
17
18
19
20
21
16. Seeks clarification and assistance as
needed (e.g., seeks and utilizes human and
material resources)
17. Engages in processes of continuous
reflection based on relevant assessment
data (e.g., utilizes systematic reflection
processes for problem-solving and
modifying educational practices)
18. Completes assigned tasks that
demonstrate high personal and professional
standards
19. Seeks to keep abreast of new ideas,
evidence-based practices, and
understandings in the field to improve
instructional practices and teaching activities
(e.g., reads educational journals, attends
professional meetings and conferences, and
engages in professional discussions with
others)
20. Demonstrates positive attitude towards
learning through intellectual curiosity and
participation in professionally-related
experiences (e.g., actively participates in
class activities and professionally-related
associations, exceeds expectations for
assignments, tasks and teamwork)
21. Reflects upon teaching practices (e.g.,
identifies areas of strengths and needs,
engages in professional development based
upon self-reflections)
9
3
1
0
0
13
1.38
6
6
0
0
1
13
1.77
10
2
1
0
0
13
1.31
4
3
4
0
2
13
2.46
9
3
1
0
0
13
1.38
7
3
1
1
1
13
1.92
Tiffany
Tiffany
Gabrielle
Amanda
Jordan
Kayleen
Caitlin
Kayla
Emily
Colleen
Courtney
Alana
Ellen
Jessica
Abigale
Lauren
Christine
Alexandra
314339
314339
274520
282006
369668
300260
292380
293121
287658
289990
289622
373212
289053
280034
290392
294269
292044
372972
Email ID
tma19986@huskies.bloomu.edu
tma19986@huskies.bloomu.edu
geb70952@huskies.bloomu.edu
Ard21082@huskies.bloomu.edu
jtd11267@huskies.bloomu.edu
kmf46186@huskies.bloomu.edu
cmf40726@huskies.bloomu.edu
kng11703@huskies.bloomu.edu
ejh17331@huskies.bloomu.edu
cmh16144@huskies.bloomu.edu
clh49598@huskies.bloomu.edu
amj60579@huskies.bloomu.edu
emk13312@huskies.bloomu.edu
jrm45445@huskies.bloomu.edu
alm38389@huskies.bloomu.edu
lp22278@huskies.bloomu.edu
cms93569@huskies.bloomu.edu
av95425@huskies.bloomu.edu
Total
Student ID
3/12/2015
3/12/2015
2/26/2015
3/3/2015
3/1/2015
3/10/2015
2/16/2015
3/1/2015
2/19/2015
2/28/2015
3/13/2015
2/16/2015
2/28/2015
3/1/2015
2/27/2015
2/16/2015
3/1/2015
2/26/2015
28
31
38
34
31
33
36
33
36
33
42
36
33
35
36
34
39
35
Total
Adams
Adams
Bohner
Daniel
Dunkelberger
Faatz
Frazier
Garren
Herman
Hickey
Hoopes
Jacaruso
King
Mahler
Merluzzi
Pavone
Sirianni
Vana
FirstName
TestDate
LastName
TestDate
1498 - Orientation to Special Education- Haberman Results TESTS TAKEN 01/26/2015 - 03/16/2015
Average
35
Quartile 1
Quartile 2
Quartile 3
Quartile 4
1498 - Orientation to Specia
TESTS TAKE
18
16
14
12
10
8
6
4
2
0
Persistence
Low
Persistence
4
Organization And
Planning
Values Students
Learning
Organization And Planning Values Students Learning
17
7
Theory To Practice
Theory To Practice
0
Average
5
0
0
11
High
9
1
11
7
Average
5
0
0
11
High
9
1
11
7
1 Low
2 Avg
3 High
4
5
9
17
0
1
1 Low
2 Avg
3 High
22.22%
27.78%
50.00%
100.00%
94.44%
0.00%
5.56%
100.00%
7
0
11
0
11
7
16
2
0
10
0
8
Explains Student
Success
Average
Average
Average
Average
Average
Average
Average
Average
Low
High
High
High
Average
Average
High
High
Average
Average
Explains
Student
Success
Explains Teacher
Success
Low
Average
Average
Low
Low
Low
Low
Low
Low
Low
High
Low
Low
Low
High
Low
Average
Low
Explains
Teacher
Success
Low
Low
High
High
Low
Low
Low
Low
High
Low
High
Low
High
Low
Low
High
Low
Low
Survive In
Bureaucracy
Low
Low
High
Low
Low
Low
High
Low
High
High
High
High
Low
High
Low
Low
High
Low
Approach To
Students
Low
Low
Average
Low
Low
Low
Average
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Survive In
Bureaucracy
Approach To
Students
At Risk Students
Theory To
Practice
Average
Average
High
Average
High
Average
High
High
Average
Average
Average
High
High
High
Average
Average
Average
Average
At Risk
Students
Persistence
Values Students
Learning
High
High
High
High
Low
Low
Low
Low
High
Low
High
High
Low
High
Low
High
High
High
Theory To
Practice
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
Low
High
Organization
And
Planning
Low
High
Low
Average
High
Average
High
Average
High
Low
Average
Low
High
High
Average
High
High
High
Values
Students
Learning
Persistence
Organization
And Planning
Haberman Results - Spring 2015
5 - 03/16/2015
12
0
6
13
3
2
1
12
5
38.89%
0.00% 88.89% 55.56% 66.67%
0.00% 61.11% 11.11%
0.00%
0.00%
61.11% 38.89%
0.00% 44.44% 33.33%
100.00% 100.00% 100.00% 100.00% 100.00%
72.22%
16.67%
11.11%
100.00%
5.56%
66.67%
27.78%
100.00%
39-50
33-38
27-32
0-26
Total
2
13
3
0
18 (# of students who took the test between 09/26/2014 and 11/06/2014 )
tation to Special Education- Haberman Results - Spring 2015
TESTS TAKEN 01/26/2015 - 03/16/2015
ory To Practice
Theory To Practice
At Risk Students
Approach To
Students
Survive In
Bureaucracy
Explains Teacher
Success
Explains Student
Explains Student S
At Risk Students
16
Approach To Students
10
Survive In Bureaucracy
12
Explains Teacher Success
13
2
0
0
3
0
8
6
2
2
0
0
3
0
8
6
2
Class
Fallibility
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Orientation to Special Ed
Fallibility
Low
Low
Low
Low
Low
High
Low
Low
Average
Low
High
Average
Average
High
Low
High
Average
Low
10
4
4
55.56%
22.22%
22.22%
100.00%
Explains Student
Success
Fallibility
Explains Student Success
1
Fallibility
10
12
4
5
4
12
4
5
4
Spring 2015 Exceptionalities Initial Teacher Disposition
Please identify how often you demonstrate the given Teacher Dispositions
#
1
2
3
4
5
Question
1. Complies with
university and
school district
policies and
procedures (e.g.,
meets
expectations,
produces quality
work, exhibits
academic honesty,
demonstrates good
citizenship)
2. Adheres to local,
state and federal
rules and laws
(e.g., creates a
safe environment
for students,
demonstrates
ethical conduct,
maintains
professional
relationships)
3. Communicates
with honesty and
integrity (e.g., uses
appropriate
language,
maintains
confidentiality,
treats all people
with respect and
dignity)
4. Displays a
professional
demeanor (e.g.,
dresses
appropriately,
meets attendance
expectations,
actively
participates in
class)
5. Adheres to all
professional
standards,
including the use of
technologies (e.g.,
accesses
authorized
Always
Often
Sometimes
Infrequently
No
Experience
Responses
84.62%
15.38%
0.00%
0.00%
0.00%
13
1.15
84.62%
7.69%
0.00%
0.00%
7.69%
13
1.38
92.31%
7.69%
0.00%
0.00%
0.00%
13
1.08
84.62%
15.38%
0.00%
0.00%
0.00%
13
1.15
61.54%
38.46%
0.00%
0.00%
0.00%
13
1.38
Mean
Spring 2015 Exceptionalities Initial Teacher Disposition
Please identify how often you demonstrate the given Teacher Dispositions
#
6
7
8
9
Question
websites, uses
personal electronic
devices as
appropriate)
6. Exhibits fair
treatment of
students,
colleagues,
professionals, staff,
and families (e.g.,
promotes social
justice, exhibits
fairness in
assessing
students’
interactions with
others)
7. Interacts with
sensitivity to
community and
cultural norms
(race, ethnicity,
age, gender,
sexual orientation,
ability/disability,
and social
economic status)
8. Values and
responds to all
aspects of a child’s
well-being
(cognitive,
emotional,
psychological,
social and
physical)
9. Utilizes a full
range of
differentiated
instructional
practices (e.g.,
considers students’
strengths, needs
and experiences
when planning
instruction, uses
flexible groupings
for instruction,
provides
opportunities for all
students to
succeed)
Always
Often
Sometimes
Infrequently
No
Experience
Responses
100.00
%
0.00%
0.00%
0.00%
0.00%
13
1.00
92.31%
0.00%
0.00%
0.00%
7.69%
13
1.31
69.23%
0.00%
0.00%
0.00%
30.77%
13
2.23
38.46%
30.77%
7.69%
0.00%
23.08%
13
2.38
Mean
Spring 2015 Exceptionalities Initial Teacher Disposition
Please identify how often you demonstrate the given Teacher Dispositions
#
10
11
12
13
Question
10. Meets
professional
expectations (e.g.,
seeks help in a
timely manner,
completes
assignments on
time, participates
equitably in
teamwork, is
punctual, follows
procedures for
extensions)
11. Considers and
responds to
multiple
perspectives (e.g.,
incorporates
professional
feedback and
constructive
suggestions)
12. Demonstrates
kind, caring and
respectful
interactions with
others (e.g.,
maintains
emotional control,
responds
appropriately to
actions and
reactions of others,
adapts to
unexpected or new
situations, acts
from a positive
frame of reference)
13. Utilizes
professional oral
and written
communication
based on the
purpose and
audience (e.g.,
employs suitable
tone of voice, and
verbal and
nonverbal
expressions, uses
Always
Often
Sometimes
Infrequently
No
Experience
Responses
84.62%
15.38%
0.00%
0.00%
0.00%
13
1.15
53.85%
30.77%
15.38%
0.00%
0.00%
13
1.62
91.67%
8.33%
0.00%
0.00%
0.00%
12
1.08
69.23%
30.77%
0.00%
0.00%
0.00%
13
1.31
Mean
Spring 2015 Exceptionalities Initial Teacher Disposition
Please identify how often you demonstrate the given Teacher Dispositions
#
14
15
16
17
18
Question
grammatically
correct sentences,
exercises
appropriate selfdisclosure)
14. Accepts
responsibility for
personal actions or
decisions (e.g.,
shows an
understanding of
policies and
procedures for
professional
behaviors and
dispositions)
15. Solves
problems
proactively (e.g.,
recognizes
problems and
seeks resolutions,
collaborates and
problem solves
with others)
16. Seeks
clarification and
assistance as
needed (e.g.,
seeks and utilizes
human and
material resources)
17. Engages in
processes of
continuous
reflection based on
relevant
assessment data
(e.g., utilizes
systematic
reflection
processes for
problem-solving
and modifying
educational
practices)
18. Completes
assigned tasks that
demonstrate high
personal and
professional
standards
Always
Often
Sometimes
Infrequently
No
Experience
Responses
92.31%
7.69%
0.00%
0.00%
0.00%
13
1.08
69.23%
30.77%
0.00%
0.00%
0.00%
13
1.31
84.62%
7.69%
7.69%
0.00%
0.00%
13
1.23
46.15%
30.77%
7.69%
7.69%
7.69%
13
2.00
84.62%
15.38%
0.00%
0.00%
0.00%
13
1.15
Mean
Spring 2015 Exceptionalities Initial Teacher Disposition
Please identify how often you demonstrate the given Teacher Dispositions
#
19
20
21
Question
19. Seeks to keep
abreast of new
ideas, evidencebased practices,
and
understandings in
the field to improve
instructional
practices and
teaching activities
(e.g., reads
educational
journals, attends
professional
meetings and
conferences, and
engages in
professional
discussions with
others)
20. Demonstrates
positive attitude
towards learning
through intellectual
curiosity and
participation in
professionallyrelated
experiences (e.g.,
actively
participates in
class activities and
professionallyrelated
associations,
exceeds
expectations for
assignments, tasks
and teamwork)
21. Reflects upon
teaching practices
(e.g., identifies
areas of strengths
and needs,
engages in
professional
development
based upon selfreflections)
Always
Often
Sometimes
Infrequently
No
Experience
Responses
30.77%
15.38%
30.77%
7.69%
15.38%
13
2.62
76.92%
23.08%
0.00%
0.00%
0.00%
13
1.23
46.15%
23.08%
7.69%
15.38%
7.69%
13
2.15
Mean