3.6r Functional Special Education Practicum Rubric
Cooperating Teacher Evaluation
SSLS 860 Practicum- Standards Eight, Four, Two and Five
Standard Eight
1.
Professional Characteristics
 The practicum student demonstrates specific attitudes and
behaviors which illustrate ethical behavior and professional
demeanor (appearance, attendance, punctuality, response to
directions)
 The practicum student is aware of and adheres to policies,
procedures and regulations of the building and district.
 The practicum student is professionally appropriate when
interacting with staff.
 The practicum student is professionally appropriate and proactive
when communicating with students.
 Practicum student and student interactions are appropriate.
 The practicum student seeks out opportunities for professional
development to enhance content knowledge and pedagogical
skills
Standard Four
2. Instructional Planning
 The practicum student demonstrates appropriate preparation for
instruction
 The practicum student organizes and manages activities/learning
to ensure students participate and are successful in the learning
process
 The practicum student chooses and implements appropriate
methodology and varied instructional strategies that address the
diversity of learners.
 The practicum student develops a transition plan to facilitate
student needs.
 Lessons are designed with an understanding of the developmental
level of the students and IEP goals.
 Objectives of lessons are clear and developed in a logical fashion
Proficient
Satisfactory
Unsatisfactory
The practicum student
demonstrates a high level
of professional
characteristics reflected
by exceptional
interactions with others
and pursuing professional
development activities.
The practicum
student
demonstrates a
satisfactory level of
professional
characteristics
reflected by
appropriate
interactions with
others and attending
required
professional
development
activities.
The practicum student
does not demonstrate
professional
characteristics, engage in
appropriate interactions
with others or attend
professional
development activities.
The practicum student
demonstrates a deep
understanding of
instructional planning and
uses a variety of
methodologies and
instructional strategies to
develop lesson objectives
that clearly implement
IEP goals.
The practicum
student
demonstrates a
satisfactory
understanding of
instructional
planning and uses
appropriate
methodologies and
instructional
strategies to develop
lesson objectives
that implement IEP
goals.
The practicum student
does not demonstrate an
understanding of
instructional planning
nor uses methodologies
and instructional
strategies to develop
lesson objectives.
3.6r Functional Special Education Practicum Rubric
Standards Two and Five
3.
Instruction
 The practicum student actively participate sand engages in
activities/learning that integrate the skills of gathering, analyzing,
and applying information directly related to the cognitive,
physical, social and emotional needs of students.
 The practicum student acts as a facilitator in managing
activities/learning to ensure students participate and are
successful in the learning process.
 The practicum student incorporates opportunities and
expectations for students to engage in self-reflection
 The practicum student demonstrates clear/understandable and
high expectations for student performance or product.
 The practicum student demonstrates a substantial command of
relevant subject matter
4. Evaluation
 The practicum student selects and uses a variety of instructional
strategies, based on careful analysis of curriculum objectives,
student cognitive, physical, social and emotional needs and
experiences
 The practicum student maintains and uses data to modify
instructional practices and materials to enhance the learning of all
students.
 The practicum student selects and uses informal and formal
(traditional and performance based) assessments, as appropriate.
Proficient
Satisfactory
Unsatisfactory
The practicum student
understands and exhibits
a high level of
instructional skills in
addition to demonstrating
excellent knowledge of
subject matter.
The practicum
student understands
and exhibits
instructional skills at
a satisfactory level
in addition to
demonstrating
adequate knowledge
of subject matter.
The practicum student
does not adequately
understand or exhibit
satisfactory instructional
skills; nor demonstrate
adequate knowledge of
subject matter.
The practicum student
understands the
evaluation process and
demonstrates execution of
procedures at a high level
of implementation.
The practicum
student understands
the evaluation
process and
demonstrates
execution of
procedures at a
satisfactory level of
implementation.
The practicum student
does not demonstrate
understanding of the
evaluation process nor
demonstrate
implementation of
procedures.
3.6r Functional Special Education Practicum Rubric
Classroom Management
5.  The practicum student effectively manages student behaviors.
 The practicum student creates a positive learning environment.
 The practicum student demonstrates genuine caring and respect
for individual students.
 The practicum student’s response to misbehavior is effective and
sensitive to students’ individual needs, or student behavior is
entirely appropriate
 The practicum student is alert to student behavior at all times.
 The practicum student’s response to behavior is appropriate and
respects the student’s dignity.
 The practicum student takes appropriate actions as needed,
consistent with classroom rules and policies
Proficient
Satisfactory
Unsatisfactory
The practicum student
demonstrates a deep
understanding of
classroom management
practices and implements
them at an exceptional
level of expertise.
The practicum
student
demonstrates an
adequate
understanding of
classroom
management
practices and
implements them at
a satisfactory level
of expertise.
The practicum student
does not demonstrate an
understanding or
adequately implement
classroom management
practices.
3.6r Functional Special Education Practicum Rubric
Proficient
6.
Special Education Process
 The practicum student observes the program and other
programs (i.e., speech therapy, physical therapy, etc.)
 The practicum student observes and or participates in meetings
which are part of the program (i.e. conferences, IEP meetings,
eligibility meetings, placement meetings, regular education
consultations, etc.)
 The practicum student appropriately completes duties assigned by
the cooperating teacher (i.e., monitoring time out, keeping
attendance, bus duty, etc.).
 The practicum student uses strategies and techniques to facilitate
the effective inclusion of students with adaptive learning needs in
least restrictive environments, and teaches students in a variety of
educational settings
 The practicum student plans as a collaborative team
member the placement and management of students in a
full continuum of instructional environments.
 The practicum student observes, evaluates, and provides feedback
on the activities and involvement of para-educators, aides,
parents, volunteers, and peer tutors relative to their participation
in instructional activities and support services.
 The practicum student demonstrates effective consultation and
problem-solving strategies in working with students, parents, and
school and community personnel, and maintained confidential
communications
The practicum student
demonstrates a deep and
thorough understanding
of the special education
process; implementing
this understanding at a
high level of expertise.
Satisfactory
The practicum
student
demonstrates a
satisfactory
understanding of the
special education
process;
implementing this
understanding at an
adequate level of
expertise.
Unsatisfactory
The practicum student
does not demonstrate a
an adequate
understanding of the
special education
process.