1
Reading
Specialist
Practicum
Handbook
School of Education
Office of Clinical Experiences
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Clinical Experiences
University of Wisconsin-Platteville
1 University Plaza, 125 Doudna Hall
Platteville, WI 53818-3099
Phone: 608-342-1271
FAX: 608-342-1002
Email: clinicalexp@uwplatt.edu
Jennifer Collins
Reading Coordinator
Phone: 608-342-1248
Support Staff
Jessica Leibfried
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FOREWORD
This Reading Specialist Practicum Handbook has been prepared to guide you through
your final phase in obtaining reading certification. We want you to be successful. In order for
this to happen, you will need to work collaboratively with everyone involved in this experience,
especially the Site Supervisor and University Supervisor assigned to you. Pay particular
attention to the various roles people play and the responsibilities each of these individuals has in
mentoring you. Included in this handbook are forms that used to document your experience. If
you have any questions, please do not hesitate to call.
Thank you for choosing UW-Platteville for your continued professional development.
We appreciate the confidence you have placed in us to ensure that you have the necessary
knowledge, skills, and dispositions to be successfully endorsed as reading teachers effectively
serving students with disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Clinical Experiences Office
University of Wisconsin-Platteville
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TABLE OF CONTENTS
Forward………………………………………………………………………………..3
Table of Contents……………………………………………………………………...4
Reading Guidelines…………………………………………………….……………..5-7
Practicum Requirements………………………………………………………………8
Health Report/Criminal History Check……………………………………………….9
Procedures for Certification…………………………………………………………..9
Career Center………………………………………………………………………….9-10
Practicum Roles and Responsibilities………………………………………………...11
Initial Observation Report by University Supervisor…………………………………12
Record of Visits to Practicum Students………………………………………………13
Weekly Log…………………………………………………………………………..14
Pre-Observation Plan…………………………………………………………………15
Post-Observation Plan………………………………………………………………...16
Observation Report by University Supervisor………………………………………..17
Wisconsin Standards………………………………………………………………….18-20
Reviewer’s Rubric…………………………………………………………………….21
Pre/Post-Practicum Reflection………………………………………………………..22-25
Practicum Evaluation by Site Supervisor……………………………………………..26-28
Practicum Evaluation by University Supervisor……………………………………...29-31
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Reading Content Guidelines
Wisconsin Teaching Standards
Standard 1: Content: The teacher
understands the central concepts, tools
of inquiry, and structures of the
discipline he or she teaches and can
create learning experiences that make
these aspects of subject matter
meaningful to students
International Reading Association
standard
UW-Platteville ksds (knowledge,
skills, dispositions)
1.1Foundational Knowledge Understand
major theories & empirical research that
describe the cognitive, linguistic,
motivational & socio-cultural foundation of
reading & writing, development, processes,
& components including word recognition,
language comprehension, strategic
knowledge & reading writing connections
Ksd1a demonstrates knowledge
of content and pedagogy
Ksd3c engages students in
learning
1.2Foundational knowledge- understand
the historically hared knowledge of the
profession & changes over time in the
perceptions of reading & writing
development processes & components
1.3Foundational Knowledge, Understand
the role of professional judgment &
practical knowledge for improving all
student’s reading development &
achievement
Standard 2: Development: The
teacher understands how children with
broad ranges of ability learn and
provides instruction that supports their
intellectual, social and personal
development.
2.1 Use foundational knowledge to design
or implement an integrated comprehensive
& balanced curriculum
Ksd1b demonstrates knowledge
of students
2.2 Use appropriate & varied instructional
approaches including those that develop
work recognition, language
comprehension, strategic knowledge &
reading/writing connection
2.3. Use a wide range of texts (narrative,
expository, poetry, from traditional, online,
digital)
Standard 3: Diversity: The teacher
understands how pupils differ in their
approaches to learning and the barriers
that impede learning and can adapt
instruction to meet the diverse needs of
pupils, including those with disabilities
and exceptionalities
4.1 Diversity Use a literacy curriculum&
engage in instructional practices that
positively impact students knowledge,
beliefs and engagement with the features
of diversity
4.2 Diversity Use a literacy curriculum&
engage in instructional practices that
positively impact students knowledge,
beliefs and engagement with the features
of diversity
Standard 4.Instructional Strategies
Teachers know how to teach. The
teacher understands & uses a variety of
instructional strategies, including the
use of technology to encourage
children’s development of critical
4.3.Diversity Develop & implement
strategies to advocate for equity
2.2 Use appropriate & varied instructional
approaches including those that develop
work recognition, language
comprehension, strategic knowledge &
reading/writing connection
Ksd1b demonstrates knowledge
of students
Ksd2a creates an environment of
respect and rapport
Ksd2b establishes a culture for
learning
Ksd3e demonstrate flexibility and
responsiveness
Ksd1e designs coherent
instruction
Ksd3b uses questioning and
discussion techniques
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thinking, problem solving &
performance skills
Standard 5: Environment: The
teacher uses an understanding of
individual and group motivation and
behavior to create a learning
environment that encourages positive
social interaction, active engagement in
learning and self-motivation.
5. 1 Literate environment- Design the
physical environment to optimize student’s
use of traditional print, digital & online
resources in reading & writing instruction
5.2 LE…social environment
5.3 LE Use routines to support reading &
writing instruction
5.4 LE Use a variety of classroom
configurations (whole class, small group,
individual to differentiate instruction)
Standard 6: Communication: The
teacher uses effective verbal and
nonverbal communication techniques as
well as instructional media and
technology to foster active inquiry,
collaboration, and supportive interaction
in the classroom.
Standard 7 Instructional Planning: The
teacher organizes and plans systematic
instruction based upon knowledge of subject
matter, pupils, the community and curriculum
goals.
Ksd1c selects instructional goals
Ksd1d demonstrates knowledge
of resources
Ksd2a creates an environment of
respect and rapport
Ksd2b establishes a culture for
learning
Ksd2c manages classroom
procedures
Ksd2d manages student behavior
Ksd2e organizes physical space
Ksd3a communicates clearly and
accurately
Ksd4b maintains accurate records
Ksd4c communicates with families
6.3Professional Learning Participate in
design, facilitate, lead & evaluate effective
& differentiated professional development
programs
Ksd4a communicates with families
Ksd3a communicates clearly and
accurately
Ksd4b maintains accurate records
Ksd4c communicates with families
2.1 Use foundational knowledge to design
or implement an integrated comprehensive
& balanced curriculum
Ksd1c selects instructional goals
Ksd1d demonstrates knowledge
of resources
2.2 Use appropriate & varied instructional
approaches including those that develop
work recognition, language
comprehension, strategic knowledge &
reading/writing connection
Ksd1e designs coherent
instruction
2.3. Use a wide range of texts (narrative,
expository, poetry, from traditional, online,
digital)
Ksd3d provides feedback to
students
Ksd3b uses questioning and
discussion techniques
Ksd3e demonstrates flexibility and
responsiveness
Standard 8: Assessment: The
teacher understands and uses formal
and informal assessment strategies to
evaluate and ensure the continuous
intellectual, social, and physical
development of the pupil
3.1 Assessment Understand types of
assessment & their purposes, strengths &
limitations
3.2 Assessment Select, develop,
administer, & interpret assessments both
traditional print & electronic for specific
purposes
3.3 Assessment Use assessment info to
plan & evaluate instruction
3.4 Assessment Communicate
assessment results & implications to
variety of audiences
Ksd1f assesses student learning
Ksd3d provides feedback to
students
Ksd4b maintains accurate records
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Standard 9: Reflection: The teacher is
a reflective practitioner who continually
evaluates the effects of his or her
choices and actions on pupils, parents,
professionals in the learning community
and others and
who actively seeks out opportunities to
grow professionally.
6.1 Professional Learning Demonstrate
foundational knowledge of adult learning
theories & related research about
organizational change, processional
development & school culture
6.2 Professional Learning Display
positive dispositions related to their own
reading & writing & the teaching of reading
& writing & pursue the development of
individual professional knowledge &
behaviors
Ksd4a reflects on teaching
Ksd4a communicates with families
Ksd4d contributes to the school
and district
Ksd4e grows and develops
professionally
Ksd4f shows professionalism
6.3Professional Learning Participate in
design, facilitate, lead & evaluate effective
& differentiated professional development
programs
Standard 10: Collaboration: The
teacher fosters relationships with school
colleagues, parents and agencies in the
larger community to support pupil
learning and well-being and acts with
integrity, fairness and in an ethical
manner
6.1 Professional Learning Demonstrate
foundational knowledge of adult learning
theories & related research about
organizational change, processional
development & school culture
6.2 Professional Learning Display
positive dispositions related to their own
reading & writing & the teaching of reading
& writing & pursue the development of
individual professional knowledge &
behaviors
6.3Professional Learning Participate in
design, facilitate, lead & evaluate effective
& differentiated professional development
programs
6.4 Professional Learning Understand &
influence local, state, or national policy
decisions
Ksd4a reflects on teaching
Ksd4c communicates with families
Ksd4d contributes to the school
and district
Ksd4e grows and develops
professionally
Ksd4f shows professionalism
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PRACTICUM REQUIREMENTS
To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Site Supervisor and University Supervisor.
Practicum students serving a school district on an emergency license as a reading teacher
3 Graduate Credits = 1 Quarter
6 Graduate Credits = 1 Semester
*Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor
*Carry out duties assigned to you.
Practicum students serving a school district as a general education teacher
or reading paraprofessional in a Title 1 or similar program
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
*Complete Practicum experience under the direction of a licensed teacher endorsed in reading
and a University Supervisor
*Carry out duties assigned to you
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within an reading classroom setting performing tasks
typically assigned to an reading teacher/specialist.
2.
To promote reflective practice, teacher will write journals in which they record
important practical classroom/teacher/learner experiences and relate them to
theories, methods, and/or cultures informing their classroom practice and/or
teacher/learner behaviors and to the Wisconsin Teaching Standards and UW
Platteville ksds standards, and meeting the International Reading Association
standards. This is an activity in which teachers are engaged throughout the
semester.
Practicum students not currently employed full-time in a school setting
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
* Complete Practicum experience under the direction of a licensed teacher with a reading
endorsement and a University Supervisor (Teacher must meet at least the minimum requirements of a
student teaching supervisor)
*Carry out duties assigned to you as a guest of your school district
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within a school setting performing tasks typically assigned to
a reading specialist serving as a mentor, guide, curriculum specialist in reading. Plan on
seven weeks of consecutive instruction and service to the district.
Students wanting licensure at both the elementary and secondary levels
The reading specialist endorsement will match the grade levels of your regular teaching
license(s).
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Health Report/Criminal History Check
This is something that is becoming more common in school districts. Please check with the
School District to see if this is something that you are required to do if you are not in your home
district.
Procedures for Certification
Each teacher who intends to teach in Wisconsin should make application for new licensure
certification near the completion of their Practicum. The application form may be obtained
online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should
write to the State Superintendent of Public Instruction in that state and ask for the procedures for
obtaining a teaching certificate in that state. It should be kept in mind that having a copy of a
Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in another state.
The completed application and check should be submitted to the following: Certification Officer,
School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The
Certification Officer will verify that all requirements have been met, including the submission of
your final practicum grade, and forward the application packet onto the Department of Public
Instruction.
Career Center
The University provides a Career Center for the convenience of alumni who seek help in
securing a teaching position. This office provides assistance with resumes, cover letters,
interview techniques, job search strategies and information about a large number of vacancies in
Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can
refer to their website for education majors at:
http://www.uwplatt.edu/careercenter/teacher/index.html.
Teachers should update credentials by the beginning of their final semester of course work on
campus. Even those who may not be seeking employment immediately should establish a
credential file with “open” recommendations since persons who can make the greatest
contribution to this file may be available now but may not be so at a later date, and
recommendations would of necessity be more vague and of less value in presenting a prospective
teacher to a prospective employer.
In order for the Career Center to function to the best advantage of all concerned, it is important
that they be notified as soon as a teaching position has been accepted.
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Reference Checklist:

Include the names, emails, business phone # and possibly cell # if approved by your
references. These are individuals that you will use as references that you would like the
employer to talk with, at some time, during the hiring process.

The individuals you list as references DO NOT have to be the same individuals that you
have received letters of recommendation (or letters of reference) from for your portfolio
or self-credential file.

What format should you use when listing your references? When listing your references,
you have two options to choose from:
1. Your references can be part of your resume. List them directly following the last
section of text on your resume.
2. You can also list your references on a separate page. HOWEVER, remember to
include your name and contact information at the top of your page (you should
use the same heading you used on your resume). Follow this information with the
heading “REFERENCES”, and then list the contact information. An example of a
reference page is available at:
www.uwplatt.edu/careercenter/resources/index.html
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PRACTICUM ROLES AND RESPONSIBILITIES
Role
Reading
Coordinator
Clinical
Experiences
Office
Responsibilities
1.
2.
3.
1.
2.
3.
4.
5.
6.
University
Supervisor
1.
2.
3.
Site
Supervisor
1.
2.
3.
4.
Highly-Qualified
Licensed Reading
Specialist in the
district or district
central office
administrator
Practicum
Student
1.
2.
3.
1.
2.
3.
4.
5.
Verifies that student has completed all coursework and earned a qualifying Praxis II score
in preparation for practicum experience
Maintains student’s file to verify completion of program
Coordinates presentation of licensure portfolio
Administers and coordinates all practicum experiences
Works with administrators of cooperating schools in assigning practicum students to the
site supervisors
Assigns University Supervisors to work with Site Supervisors and practicum students
Monitors practicum evaluations to ensure they are appropriately conducted and recorded
Acts as fiscal agent for the practicum program
Serves as liaison between the student, Education Office of Special Programs, various
departments of the University and cooperating schools
Attends orientation to Practicum Supervision with Coordinator of Education Office of
Special Programs.
Observes student 3 times per quarter for students taking the practicum for 3 credits/6
times per semester for students taking the practicum for 6 credits
Completes the observation paperwork and practicum evaluation, discusses contents with
the student, and submits paperwork to the Clinical Experiences Office.
Supports student on working toward towards his/her goals
Collaborates with University Supervisor in assigning a grade for the practicum.
Assist the practicum student in the mentoring, reflection and monitoring of meeting the
Wisconsin Teaching standard and UW Platteville ksds and International Reading
Association Reading Specialist standards
Completes the practicum evaluation, discusses contents with the student, and submits
paperwork to the Clinical Experiences Office.
Assists student completing practicum. Must be a fully-licensed reading teacher willing to
allow student to complete practicum under his/her direction
Collaborates with University Supervisor on a Final Evaluation
Assists practicum student with meeting standards of International Reading Association
Reading Specialist standards, Wisconsin Teaching standard and UW Platteville ksds.
Completes Pre- and Post-Practicum Self-Assessment
Keeps a Journal of practicum activity, observations, and reflections throughout the
practicum experience.
For each visit by University Supervisor, completes Pre-Observation Plan and PostObservation Reflection
Update Portfolio submitted and complete all reflections, demonstrating competence in
standards
Completes additional activities as assigned by University personnel
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INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
University Supervisor_____________________
Date__________________________
Practicum Student ________________________
School________________________
Number of Practicum Credits________________
Time Spent:
With Practicum Student____________________
With Site-Supervisor______________________
ORIENTATION VISIT
_____ 1. Explain all forms
_____ 2. Outline University expectations of student
_____ 3. Explain the roles of student, University Supervisor and Site Supervisor
_____ 4. Facilitate the development of an observation plan
Comments:
____________________________________
Site-Supervisor Signature
___________________________________
Practicum Student Signature
_____________________________________
University Supervisor
____________________________________
Date
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RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
Practicum Student
Practicum Student
Date
Date
W/Practicum
Student
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor or
Reading Teacher
TIME (Hrs.)
W/Site
Supervisor
Observation of.
Teaching
Observation of
Teaching
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Discuss with Site-Supervisor/Reading Teacher and University Supervisor
Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE
Activity
WI
teaching
standard
connection
Reflection
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Attach assessment and supporting documents you will use with this lesson
PRE-OBSERVATION PLAN BY PRACTICUM STUDENT
Fill out one week in advance of observation and submit to University Supervisor
Student ________________________University Supervisor _____________________Date___________
Task
_______________________________________________________________________________
Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial Collaboration, Parent Meeting,
Other – Be specific.
Goal(s) _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Two or Three Content Guideline Connections
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Objective – What do I hope to accomplish?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Plan to achieve objective
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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POST-OBSERVATION REFLECTION BY PRACTICUM STUDENT
Fill out immediately after observation and prior to conversation with University Supervisor.
Did I accomplish my objective? Why or why not?
What went well?
What didn’t go well and why? What might I do differently in the future?
What effect has this experience had on me?
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OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit
1
2
3
Date
Student ____________________________ University Supervisor
____________________________
____________________________
Time spent with Practicum Student_______ Time spent with Site-Supervisor/Reading Teacher _________
Time spent observing lesson_________________
COMPONENTS OF PROFESSIONAL PRACTICE
Check 2 or 3 observation area(s) during observation and narrate on the back and in additional pages
evidence of competency in each area observed.
Wisconsin Teaching Standards
1. Content: Teachers know the subjects they are teaching.
o
The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and
can create learning experiences that make these aspects of subject matter meaningful for pupils.
2. Development: Teachers know how children grow.
o
The teacher understands how children with broad ranges of ability learn and provides instruction that supports their
intellectual, social, and personal development.
3. Diversity: Teachers understand that children learn differently.
o
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and
can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
4. Instructional Strategies: Teachers know how to teach.
o
The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage
children’s development of critical thinking, problem solving, and performance skills.
5. Environment: Teachers know how to manage a classroom.
o
The teacher uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. Communication: Teachers communicate well.
o
The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and
technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Instructional Planning: Teachers are able to plan different kinds of lessons.
o
The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the
community, and curriculum goals.
8. Assessment: Teachers know how to test for student progress.
o
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the pupil.
9. Reflection: Teachers are able to evaluate themselves.
o
The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow
professionally.
10. Collaboration: Teachers are connected with other teachers and the community.
o
The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
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Note: WSTDL - Wisconsin Standards for Teacher Development and Licensure
This alignment represents an example of alignments. Please understand that very often
several KSDs align with the listed standards
Domain 1: Planning and Preparation
KSD1.a. DEMONSTRATES KNOWLEDGE OF CONTENT AND PEDAGOGY Aligns
with WSTDL 1
The candidate displays extensive content knowledge of his/her subject areas and demonstrates a
continuing search for new content knowledge, resources, and best instructional practices, while
understanding student diversity and student misconceptions and misunderstandings as key to the
teaching process.
KSD1.b. DEMONSTRATES KNOWLEDGE OF STUDENTS Aligns with WSTDL 2
The candidate displays knowledge of the typical developmental characteristics, learning styles,
skills, interests, developmental backgrounds, and cultural heritages of students and is always
aware of the broad ranges and variety present for each of these student characteristics and
lifestyles.
KSD1.c. SELECTS INSTRUCTIONAL GOALS Aligns with WSTDL 7
The candidate can establish clearly written goals that reflect the curriculum framework and
standards, and can articulate high expectations that permit viable methods of assessment and
account for varying learning needs and styles, and prior knowledge.
KS1.d. DEMONSTRATES KNOWLEDGE OF RESOURCES Aligns with WSTDL 4
The candidate actively seeks materials and resources to enhance instruction by utilizing school
and district resources as well as other resources available outside the school/district.
KS1.e. DESIGNS COHERENT INSTRUCTION Aligns with WSTDL 7
The candidate, with appropriate student input, has the ability to develop relevant, goal-directed,
engaging, clear, and varied learning activities that progress coherently and produce a unified
instructional setting that reflects recent professional research.
KSD1.f. ASSESSES STUDENT LEARNING Aligns with WSTDL 8
The candidate understands, is committed to, and can develop assessments that are clearly stated
and congruent with instructional goals. The students are aware of how they are meeting the
established standards and are involved in the goal setting process.
Domain 2: The Classroom Environment
KSD2.a. CREATES AN ENVIRONMENT OF RESPECT AND RAPPORT Aligns with
WSTDL 3
19
The candidate demonstrates genuine care and respect for students while the students exhibit
respect for the teacher. The students also display genuine care and respect for one another as
individuals and as students, and are aware of cultural, social, intellectual and physical variations
among their peers.
KSD2.b. ESTABLISHES A CULTURE FOR LEARNING Aligns with WSTDL 5
The candidate can create a classroom environment that establishes and maintains high
expectations for all students to value content of course work, take pride in work by initiating
improvements, and help peers.
KSD2.c. MANAGES CLASSROOM PROCEDURES Aligns with WSTDL 5
The candidate values and has the ability to manage self-motivated students and instructional
groups who are productively and independently working at all times with classroom transitions
and routines occurring smoothly. The teacher, volunteers, paraprofessionals and students share
the responsibility for the classroom environment.
KSD2.d. MANAGES STUDENT BEHAVIOR Aligns with WSTDL 5
The candidate can establish clear standards of conduct with student input. The monitoring of
these standards is subtle and preventive with respectful student self- and peer monitoring also
occurring. The candidate can respond to misbehavior effectively, being sensitive to individual
needs.
KS2.e. ORGANIZES PHYSICAL SPACE Aligns with WSTDL 5
The candidate has the ability to establish a classroom environment that is safe. Physical
resources will be arranged to best serve the teacher and student in providing productive learning
for all students.
Domain 3: Instruction
KS3.a. COMMUNICATES CLEARLY AND ACCURATELY Aligns with WSTDL 6
The candidate's spoken and written language are correct, expressive and clear, with well-chosen
vocabulary that enriches teaching and communicates thoughtfully, responsively, and effectively
for a wide range of student understanding and encourages appropriate student language
development.
KS3.b. USES QUESTIONING AND DISCUSSION TECHNIQUES Aligns with WSTDL 4
The candidate’s questioning techniques and instructional strategies are of uniformly high quality
with special attention given to available time for student response, varied levels of questions, and
adequate student involvement in the discussion/instructional process.
KS3.c. ENGAGES STUDENTS IN LEARNING Aligns with WSTDL 1
The candidate has the ability to engage students in the learning process by linking appropriate
content, based upon suitable instructional materials and resources, to students’ knowledge and
experience, being certain that all students are cognitively engaged in the activities/assignments
and that the students actively contribute to the content design. Instruction is highly coherent and
appropriately paced for all students and allows for reflection and closure as appropriate.
20
KSD3.d. PROVIDES FEEDBACK TO STUDENTS Aligns with WSTDL 8
The candidate can provide timely, high quality feedback to students that is useful to the students
in their learning.
KSD3.e. DEMONSTRATES FLEXIBILITY AND RESPONSIVENESS Aligns with
WSTDL 3
The candidate has the ability to make appropriate adjustments to his/her instruction and
accommodates students' questions and interests while being aware of student differences and
difficulties, and can use a wide range of resources and strategies to meet all students' needs in the
classroom.
Domain 4: Professional Responsibilities
KS4.a. REFLECTS ON TEACHING Aligns with WSTDL 9
The candidate makes an accurate and thoughtful reflection of his/her teaching effectiveness, is
aware of specific elements of his/her teaching that contributed to successful instruction, and can
offer alternative teacher action to predict the future successes of alternate approaches.
KSD4.b. MAINTAINS ACCURATE RECORDS Aligns with WSTDL 8
The candidate values, understands, and can maintain accurate records and assessment data
including a system for student completion of assignments, information concerning student
progress, and a system for non-instructional activities with all record systems reflecting student
contributions to their establishment and maintenance.
KSD4.c. COMMUNICATES WITH FAMILIES Aligns with WSTDL 10
The candidate is able to provide frequent, sensitive and appropriate information to parents and
students about students’ positive and negative progress within the instructional program and
successfully engages families in the educational process when appropriate.
SD4.d. CONTRIBUTES TO THE SCHOOL AND DISTRICT Aligns with WSTDL 10
The candidate is able to assume a leadership role among colleagues and is supportive and
cooperative with peers and volunteers, and serves as a participant and leader in school events and
school and district projects.
KSD4.e. GROWS AND DEVELOPS PROFESSIONALLY Aligns with WSTDL 9
The candidate is aware of opportunities for professional development to improve content
knowledge and pedagogical skill and can take an active role in assisting other educators.
KSD4.f. SHOWS PROFESSIONALISM Aligns with WSTDL 10
The candidate has the ability to participate professionally in staff decision-making and be highly
proactive in serving students, working to assure that all students, particularly those traditionally
underserved, have an opportunity for success in school.
REVIEWER’S RUBRIC- Reading Specialist/Literacy Coach
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STANDARD
Standard 1 - Content: The teacher understands the central
concepts, tools of inquiry, and structures of the discipline he or she
teaches and can create learning experiences that make these
aspects of subject matter meaningful to students.
Standard 2 - Development: The teacher understands how children
with broad ranges of ability learn and provides instruction that
supports their intellectual, social and personal development.
Standard 3 - Diversity: The teacher understands how pupils differ
in their approaches to learning and the barriers that impede learning
and can adapt instruction to meet the diverse needs of pupils,
including those with disabilities and exceptionalities.
Standard 4 - Instructional Strategies: Teachers know how to
teach. The teacher understands & uses a variety of instructional
strategies, including the use of technology to encourage children’s
development of critical thinking, problem solving & performance skills.
Standard 5 - Environment: The teacher uses an understanding of
individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active
engagement in learning and self-motivation.
Standard 6 - Communication: The teacher uses effective verbal
and nonverbal communication techniques as well as instructional
media and technology to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Standard 7 - Instructional Planning: The teacher organizes and
plans systematic instruction based upon knowledge of subject matter,
pupils, the community and curriculum goals.
Standard 8 - Assessment: The teacher understand and uses formal
and informal assessment strategies to evaluate and ensure the
continuous intellectual, social and physical development of the pupil.
Standard 9 - Reflection: The teacher is a reflective practitioner who
continually evaluates the effects of his or her choices and actions on
pupils, parents, professionals in the learning community and others
and who actively seeks out opportunities to grow professionally.
Standard 10 - Collaboration: The teacher fosters relationships with
school colleagues, parents and agencies in the larger community to
support pupil learning and well-being and acts with integrity, fairness
and in an ethical manner.
ADMINISTRATOR
Standard 2: Administrator leads by facilitating the development, articulation,
implementation and stewardship of a vision of learning that is shared by the
school community.
Standard 3: The administrator manages by advocating, nurturing, and
sustaining a school culture and instructional program conducive to pupil
learning and staff professional growth.
Standard 4: The administrator ensures management of the organization,
operations, finances and resources for a safe, efficient, and effective learning
environment.
Standard 5: The administrator models collaborating with families and
community members responding to diverse community interests and needs,
and mobilizing community services.
Standard 6: The administrator acts with integrity, fairness and in an ethical
manner.
Standard 7: The administrator understands, responds to, and interacts with the
larger political, social, economic, legal and cultural context that affects
schooling.
Unacceptable
Acceptable
Target
Met/
Not
22
Discuss with Site-Supervisor/Reading Teacher and University Supervisor
Give Copy to University Supervisor
_____PRE OR______POST-PRACTICUM STUDENT REFLECTION
OF READING PRACTICUM COMPETENCIES
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
Class(s)
D=
Key: Distinguished
Performs as a competent,
Reading candidate
P=
Proficient
Performs as a successful
beginning Reading
U=
Unsatisfactory
(Incomplete)
B=
Basic
Performs with minimal
competency; regular
supervision required
NO =
Not
Observed
Requires more
education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best
represents your judgment of the student teacher’s performance.
D
Standard 1 – Content: Teachers know the subjects they are
teaching
What I’m feeling comfortable with:
Goals:
Standard 2 – Development: Teachers know how children
grow
What I’m feeling comfortable with:
Goals:
P
B
U
NO
23
Standard 3 – Diversity: Teachers understand that children
learn differently
What I’m feeling comfortable with:
Goals:
Standard 4 - Instructional Strategies: Teachers know how to
teach
What I’m feeling comfortable with:
Goals:
Standard 5 – Environment: Teachers know how to manage a
classroom
What I’m feeling comfortable with:
Goals:
Standard 6 – Communication: Teachers communicate well
What I’m feeling comfortable with:
Goals:
Standard 7 - Instructional Planning: Teachers are able to plan
different kinds of lessons
What I’m feeling comfortable with:
Goals:
24
Standard 8 – Assessment: Teachers know how to test for
student progress
What I’m feeling comfortable with:
Goals:
Standard 9 – Reflection: Teachers are able to evaluate
themselves
What I’m feeling comfortable with:
Goals:
Standard 10 – Collaboration: Teachers are connection with
other teachers and the community
What I’m feeling comfortable with:
Goals:
Administrative Standard 2: Administrator leads by facilitating
the development, articulation, implementation and stewardship of
a vision of learning that is shared by the school community.
What I’m feeling comfortable with:
Administrative Standard 3: The administrator manages by
advocating, nurturing, and sustaining a school culture and
instructional program conducive to pupil learning and staff
professional growth.
Goals:
25
What I’m feeling comfortable with:
Goals:
Administrative Standard 4: The administrator ensures
management of the organization, operations, finances and
resources for a safe, efficient, and effective learning environment.
What I’m feeling comfortable with:
Goals:
Administrator Standard 5: The administrator models
collaborating with families and community members responding to
diverse community interests and needs, and mobilizing
community services.
What I’m feeling comfortable with:
Goals:
Administrator Standard 6: The administrator acts with integrity,
fairness and in an ethical manner.
What I’m feeling comfortable with:
Goals:
Administrator Standard 7: The administrator understands,
responds to, and interacts with the larger political, social,
economic, legal and cultural context that affects schooling.
What I’m feeling comfortable with:
Goals:
26
GRADUATE PRACTICUM EVALUATION
(By Site Supervisor/Cooperating Teacher)
(Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed
cooperating teacher.)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of inquiry,
and structures of the disciplines she or he teaches and can create learning experiences
that make these aspects of subject matter meaningful for pupils.
Standard 2.Development: The teacher understands how children with broad ranges of
ability learn and provides instruction that supports their intellectual, social, and
personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety of
instructional strategies, including the use of technology, to encourage children’s
development of critical thinking, problem solving, and performance skills.
Standard 5.Environment: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
27
Standard 8.Assessment: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents, professionals
in the learning community and others, and who actively seeks out opportunities to grow
professionally.
Standard 10.Collaboration: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support pupil learning and well-being
and acts with integrity, fairness, and in an ethical manner.
Administrative Standard 2: Administrator leads by facilitating the development,
articulation, implementation and stewardship of a vision of learning that is shared by
the school community.
Administrative Standard 3: The administrator manages by advocating, nurturing, and
sustaining a school culture and instructional program conducive to pupil learning and
staff professional growth.
Administrative Standard 4: The administrator ensures management of the
organization, operations, finances and resources for a safe, efficient, and effective
learning environment.
Administrative Standard 5: The administrator models collaborating with families and
community members responding to diverse community interests and needs, and
mobilizing community services.
Administrative Standard 6: The administrator acts with integrity, fairness and in an
ethical manner.
Administrative Standard 7: The administrator understands, responds to , and interacts
with the larger political, social, economic, legal and cultural context that affects
schooling.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
28
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.
29
GRADUATE PRACTICUM EVALUATION
(By University Supervisor)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of inquiry,
and structures of the disciplines she or he teaches and can create learning experiences
that make these aspects of subject matter meaningful for pupils.
Standard 2.Development: The teacher understands how children with broad ranges of
ability learn and provides instruction that supports their intellectual, social, and
personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety of
instructional strategies, including the use of technology, to encourage children’s
development of critical thinking, problem solving, and performance skills.
Standard 5.Environment: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
30
Standard 8.Assessment: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents, professionals
in the learning community and others, and who actively seeks out opportunities to grow
professionally.
Standard 10.Collaboration: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support pupil learning and well-being
and acts with integrity, fairness, and in an ethical manner.
Administrative Standard 2: Administrator leads by facilitating the development,
articulation, implementation and stewardship of a vision of learning that is shared by
the school community.
Administrative Standard 3: The administrator manages by advocating, nurturing, and
sustaining a school culture and instructional program conducive to pupil learning and
staff professional growth.
Administrative Standard 4: The administrator ensures management of the
organization, operations, finances and resources for a safe, efficient, and effective
learning environment.
Administrative Standard 5: The administrator models collaborating with families and
community members responding to diverse community interests and needs, and
mobilizing community services.
Administrative Standard 6: The administrator acts with integrity, fairness and in an
ethical manner.
Administrative Standard 7: The administrator understands, responds to , and interacts
with the larger political, social, economic, legal and cultural context that affects
schooling.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
31
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.