BA: Generalist
Practicum Handbook
School of Special Education
EDSE 444
Revised 12/9/11
2
Table of Contents
HANDBOOK
PAGES
Table of Contents
Introduction
Role of the Teacher Candidate
Practicum Research Project
Field Experience Matrix/Observations
University Consultant’s Observations
Cooperating Teacher’s Observations
Blackboard Assignments/Seminars
Professional Disposition Qualities (PDQ)
Performance –Based Checklist
Practicum Hours Log
Role of the University Consultant
Role of the Cooperating Teacher
2
3-4
4-5
5-8
8
9
9
9 -10
10
10
10
11
12-14
APPENDIX A (these documents are located in this appendix for your use)
Practicum Matrix
Professional Disposition Qualities Rubric (PDQ)
Professional Growth Plan
Performance-Based Checklist
Practicum Hours Log
Practicum Timeline for Activities
EDSE 693 Syllabus
Practicum Completion Rubric
APPENDIX B (Handbook for the Cooperating Teacher)
This APPENDIX is to be given to the cooperating teacher as
soon as the teacher candidate arrives at the practicum site.
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Undergraduate Practicum Handbook
Introduction
The Practicum Experience in Special Education: Generalist
The purpose of this handbook is to (1) describe the functions and processes associated with the
practicum; (2) describe the roles and responsibilities of the teacher candidate, cooperating
teacher, and the university consultant; and (3) provide the forms needed in the documentation
and management of the practicum.
This handbook begins with a review of how the practicum relates to the overall program, a
discussion of the purposes and functions of a practicum experience, and the roles and
responsibilities of all the participants. The final narrative section delineates the expected
experiences of the teacher candidate, planning processes during the practicum, and method of
evaluation. Appendices are also provided which contain necessary forms.
The generalist program is committed to preparing teaching professionals who can meet a variety
of instructional and support roles as members of professional teams serving students who have
various levels of need in integrated service delivery systems. Graduates of this program must be
able to perform a range of roles including facilitation of inclusive practices, provision of explicit
instruction to meet students' unique academic and behavioral needs, collaboration and coteaching with general educators, provision of standards-based academic curriculum and
adaptations, effective classroom management and behavioral supports, coordination of program
delivery in relationship to IEP goals and objectives, and collaboration with families and other
professionals. The ideal practicum sites are integrated settings in which services are
designed, delivered, and evaluated by an interdisciplinary team that includes general
educators, special educators, and related service providers. These ideal sites provide
opportunities for teaching literacy and mathematics, as well as opportunities to practice
behavior management strategies and support students in content areas within the general
education setting.
The practicum experience is designed as a transformational summative experience that
culminates a number of previous field experiences in the Special Education Teacher Program.
These experiences provide an opportunity for the synthesis of philosophies, of scientifically
research-based methods, and of inquiry that comprise the total program in which the student can
continue to refine the translation of knowledge and learning into actual practices.
The practicum experience is the focus of this handbook. However, this culminating experience
represents only one component of the overall set of applied experiences provided to the
candidate as part of the teacher preparation program. Many applied experiences have been
infused directly into coursework. Examples of these experiences include:
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Essential Learnings: Experiences at an introductory level may include observations in school
settings, interviews, simulated activities, and case studies.
Specialized Courses: Opportunities for reflective activities that use field-based application of
collaborative systems (administration, teacher, student, families and related services) assessment,
technology, adaptations in general education environments, and classroom behavioral supports to
meet the needs of students with exceptionalities. (i.e. Integrated Methods Blocks I and II)
Practicum –Multiple opportunities for systematic and focused applications of teaching strategies
and practices over an extended time period with feedback and supervision throughout. The
practicum represents a major opportunity to integrate and apply knowledge acquired during the
program in K-12 schools with students with exceptional needs.
The Role of the Teacher Candidate
Your major role as the teacher candidate is to learn as much as possible from the practicum
experience. Active participation under the guidance of the cooperating teacher is necessary for
this learning to occur.
Specifically, you are to:
1. Acquire additional knowledge and skills derived from direct experience in educational
settings.
2. Apply assessment, planning, instructional, and collaboration skills.
3. Reflect upon and evaluate your own purposes, values, behaviors and skills. In consultation
with your cooperating teacher, devise and implement plans for personal growth and change
to develop the competencies indicated on the Performance-Based Checklist and Professional
Dispositions Qualities Rubric.
4. Collaborate with colleagues (i.e. cooperating teacher, general education faculty and
administrators) in ways that lead to simultaneous renewal and growth.
5. Demonstrate the ability to work with diverse populations
Other Responsibilities of the Special Education Teacher Candidates:
The demonstration of professional behavior is essential. During your practicum, you are
expected to:
 arrive before the instructional day begins, and work with educators after school hours
when necessary.
 notify the school of any absence. Absences are typically permitted only for personal
illness or death in the immediate family. Any other absences must have prior approval
by the university consultant and cooperating teacher.
 dress in a professional manner and model professional behavior.
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 remain in your practicum placement for the duration of the semester. Occasionally
conflict may arise within the school environment and/or between the teacher candidate
and cooperating teacher. If such a situation arises, you are asked to immediately contact
your university consultant for assistance. Choosing to leave your practicum placement
will result in a grade of unsatisfactory (U) for the semester. The practicum may be
retaken the following semester at the teacher candidate’s tuition expense.
 Teacher candidates are directed to not “friend” students /parents into Facebook or other
social network sites of which the teacher candidate is a participant. Further, it is
recommended that teacher candidates seriously monitor the content (written and
pictorial) of personal Facebooks. Hiring authorities do access these pages when
reviewing applications for teaching positions. This is a good time to review the voice
message on your cell phone, too.
 It is critical that you do not engage in personal, non-professional relationships with
educators or other students. Engaging in such behavior could result in a termination of
your practicum.
It is the teacher candidate’s responsibility to copy the section entitled Cooperating Teacher
(Appendix B) and give it to the cooperating teacher within the first week of the practicum. This
section of the handbook describes the cooperating teacher’s role and responsibilities. It also
includes the Professional Dispositions Qualities and the Performance-Based Checklist which
your cooperating teacher will be completing.
Assignments and Responsibilities:
In addition to your full time teaching placement for the practicum semester, you are required to
complete the following items:
1. Practicum Research Project
2. Practicum Matrix and observations within six other programs
3. Five formal observations by your university consultant
4. Three formal observations by your cooperating teacher
5. Six Blackboard assignments and two face-to-face seminars
6. Professional Dispositions Qualities Rubric PDQ). You and your cooperating will each
complete a PDQ at week five.
7. Performance-Based Checklist (midterm and final). Your cooperating teacher will
complete this checklist with you.
8. Practicum Hours Log
Each of these items is described in greater detail in the following paragraphs.
1. Practicum Research Project
Ideas and requirements for the practicum project will be discussed/reviewed at the first seminar.
Your Practicum Research Project should focus on a current, relevant educational issue. You
will be conducting an action research project in this area of interest. It is suggested that you
discuss possible ideas with your cooperating teacher within the first week of your placement.
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Possible focus areas could include research-based teaching approaches or learning strategies in
the area of literacy, the writing process, problem solving approaches to teaching mathematics,
affective education, Response to Intervention (RtI), Positive Behavioral Interventions and
Support (PBIS), transition, etc. You may pursue other projects which fit your needs and
interests, after discussing this project with your cooperating teacher and receiving final approval
from your university consultant.. Your choice just needs to have a research-based application.
Use of APA style is required
Each section of your research project will be scored by your university consultant
according to the following rubric:
1 – Information missing
2 – Information included but does not adequately address the prompt/target
3 – Meets minimal requirements for addressing the prompt/target
4 – Exemplary work that fully explores the prompt/target
A score of 1 or 2 requires mandatory revions within one week of the section deadline.
The steps to your practicum research project will proceed in this manner. Identify a topic (an
issue, area of interest or idea. Discuss this topic your cooperating teacher and university
consultant. Read about the topic which you have identified (identifying at least five supportive
sources). Develop a research question that can be reasonably addressed within the scope of your
classroom. Tell specifically the outcome that you expect. Develop a rationale which explains
the importance of your research project and cites the pertinent reading that you have done.
Develop a design for answering your research question. Use your required Action Research
document to assist you (see syllabus). You will need to address the following areas:
Project Purpose
I.
Description of the topic (issue, area of interest or idea).
Describe the topic which you are planning to pursue. Include a rationale.
II.
Description of the student(s)
Provide a general description of each participant. Include pertinent assessment
data (formal and informal measures) –this should address eligibility, present
levels of performance (strengths, needs) and a rationale for this student/these
students being selected as a focus of the project. This information (I and II)
should be written into a 2-4 page summary to be given to your university
consultant no later than week four of the practicum semester. This section should
be titled as Project Purpose. Your UC will review your Project Purpose and score
it using the 1-4 rubric (receiving a score of 1-2 requires that you make necessary
corrections before proceeding with your project).
(Chapter Two in Improving Student Learning through Classroom Action Research: A Guide to
Becoming an Action Researcher. Rawlinson, D., Little, M. (2006). FL: Department of
Education provides direction for this first section of your project.)
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Project Direction
III.
Summary of research (2 pages)
Describe the intervention which you have planned to research. Provide at least
five sources of evidence supporting the selected intervention. Relate the literature
review to rationale for selection of this particular intervention.
IV.
Development of instructional plan (3-5 pages)
What is your instructional plan?
Objectives
Strategies
Materials (What is available? What do you need to make? How will you
adapt existing materials?)
Formative Assessment (How will you assess and how often?)
(continued on next page)
Shifts in Instruction (How will you know you need to make a shift? What
are your ideas?)
Summative Assessment (How? When?)
V.
Data collection tools for baseline, formative, summative evaluation
Samples of data
Analysis of data
This section should be 2 pages
Parts III, IV, and V are to be written up and submitted to your university
consultant by the end of week seven. Title this section of your project as Project
Direction. Your UC will review your Project Direction and score it using the 1-4
rubric (receiving a score of 1-2 requires that you make necessary corrections
before proceeding with your project). The Project Direction should total 7-10
pages
(Chapters three and four in Improving Student Learning through Classroom Action Research: A
Guide to Becoming an Action Researcher. Rawlinson, D., Little, M. (2006). FL: Department of
Education provides direction for this second section of your project.)
(Implementation Period – at least 12 instructional sessions)
During the implementation phase of your project you will be utilizing the identified
intervention with your student(s). Keep consistent data of performance.
Project Summary and Reflection
VI.
Summary report (2-4 pages)
Student assessment report: analysis of data and student performance
Instructional reflection (1-3 pages)
What did you learn? How would you change your approach?
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Part VI will be written after completion of your implementation period . Analyze
your data and report the results. Write your instructional reflection about what
you have learned. Title this section Project Summary and Reflection. This third
and final section of your research project is due to your university consultant by
week fifteen. Your UC will review your Project Summary and Reflection and
score it using the 1-4 rubric (receiving a score of 1-2 requires that you make
necessary corrections before proceeding with your project).
(Chapters four and five in Improving Student Learning through Classroom Action Research: A
Guide to Becoming an Action Researcher. Rawlinson, D., Little, M. (2006). FL: Department of
Education provides direction for this third section of your project.)
In summary parts I and II above are due to your university consultant by the end of the fourth
week of your practicum. Title this section Project Purpose. Parts III, IV and V are due to your
university consultant at the end of week seven. Title this section as Project Direction. Part VI is
due by the end of week fifteen. Title this section as Project Summary and Reflection. Overall
the entire practicum project should be between 14-18 pages. You are expected to turn the
specific sections in to your university consultant at the designated weeks throughout the
semester.
Be sure that APA style has been used throughout. Your university consultant is required to
review each section and provide corrective feedback before final submission. Once the final copy
(all three sections) has been approved and accepted by your university consultant, please submit
a copy to Safe Assignments on your Blackboard site. The Safe Assignment site will not be
available until finals week! If there is evidence of plagiarism, you will be required to correct the
issue before receiving your final grade for practicum.
2. Field Experience Matrix and Observations of Other Programs
Because your endorsement is K-12 Generalist, you will have the opportunity to visit and observe
six (6) other programs at a school level different from your practicum placement and serving a
population with needs different from those on your caseload. Each visit should be at least a half
day, so plan to take at least 6 half days to complete the observations. For each school
observation a 2 page description of each program visited will be written Include program
philosophy, methods/approaches used, and relevance of this program to your practicum site.
These six observations should be submitted to your university consultant at the end of the
semester. (A Field Experience Matrix to track these visits can be found in Appendix A)
Complete the matrix and give it to your university consultant at the end of the semester along
with the six observations. Your completed Practicum Matrix will contain at least ten (10)
completed boxes by the end of the practicum semester.
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3. Five observations by your university consultant
A university consultant will formally observe and provide assistance to the teacher candidate at
least five times throughout the practicum semester. These observations are typically scheduled in
advance. However, it is possible and strongly suggested that one observation be unannounced.
When the university consultant arrives for any observation, the teacher candidate is to provide
him/her with a standards-based lesson plan and any other materials relevant to the teaching plans
for that day. The university consultant will observe the teacher candidate’s teaching activities
and will provide immediate feedback after the observation. Build in available time to meet. It is
always optimal when the cooperating teacher can be part of these feedback sessions.
It is critical that the teacher candidate is actively involved in teaching or co-teaching, either in
a special education or general education setting, when your university consultant observes
your teaching. Plan accordingly.
4. Three observations by your cooperating teacher
Your cooperating teacher will be asked to observe a formal lesson three times throughout the
semester. The cooperating teacher will be using a formal lesson plan observation form which is
provided for his/her use. It is your responsibility to provide a standards-based lesson plan for
each of these observations. These observations should be at a time different from when the
university consultant is observing. The observation forms are in a duplicate format, so that the
cooperating teacher can provide you with a copy of the observation notes (yellow copy), and the
second copy (white copy) will be given to the university consultant for your practicum file.
Think of your practicum as your “guided practice” as you apply your program content to your
formal teaching. Use this time to acquire as much formative feedback as possible. Your
cooperating teacher is your support to assure that you are developing strong teaching skills.
5. Six blackboard assignments and two seminars
Throughout the semester there will be blackboard assignments (six in all). You will be advised
of the schedule for these assignments. The assignments will be related to a posted reading or
portions of your practicum required texts:
University of Northern Colorado. (2010). BA: Generalist Practicum Handbook. Greeley, CO:
Author.
Churchill, L.R., Mulholland, R. & Cepello, M.R.(2008). A practical guide for special education
professionals. Upper Saddle River, NJ: Pearson.
Price, K.M., Nelson, K. L. (2007). Planning effective instruction: Diversity responsive methods
and management (4th edition). United States: Thompson Wadsworth.
Rawlinson, D., Little, M. (2006). Improving student learning through classroom action
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research: A guide to becoming an action researcher. FL: Department of Education.
The assignments are generally in a Discussion Board format, but this will vary depending on the
content. Along with the Blackboard assignments, there are two required seminars, one at the
beginning of the semester and one during the last day of the semester. You will be notified of the
seminar dates well in advance. Please mark your calendars and be prepared to attend. Teacher
candidates who are in a practicum placement more than two (2) hours from the seminar location
will substitute a conference call with the Field Experience Coordinator, cooperating teacher and
university consultant.
6. Professional Disposition Qualities (PDQ) Rubric for Teacher Candidates
During the practicum semester the teacher candidate will be asked to complete a self-assessment
of his/her Professional Disposition Qualities (PDQ). This rubric is in Appendix A for your use.
At the same time the cooperating teacher will be completing a PDQ regarding the teacher
candidate. These PDQs should be completed by week five and mutually reviewed by the teacher
candidate and cooperating teacher. The results are to be shared with the university consultant. If
there are any concerns regarding the PDQ, then a Professional Growth Plan will be immediately
written with input from the university consultant. Meeting the specifications of the Professional
Growth Plan will then become a practicum completion requirement of the teacher candidate.
7. Performance-Based Checklist
You will be evaluated by your cooperating teacher using the Performance-Based Checklist (see
Appendix A). The Performance-Based Checklist contains competencies developed by the state of
Colorado, the Council for Exceptional Children (CEC), and the National Council for the
Accreditation of Teacher Education (NCATE). The Performance-Based Checklist must be
completed by your cooperating teacher at midterm and again at the completion of your
practicum. The cooperating teacher is asked to review this checklist with you at midterm and
during the final week of the practicum. The university consultant will also be asked to review
this checklist. It is expected that you will achieve at a level of 85% or higher on these
competencies to be considered at a satisfactory level of performance. Both checklists must be
signed.
8. Practicum Hours Log
The teacher candidate will keep a weekly log of the practicum hours (See Appendix A). The total
number of hours at the semester’s end must be a minimum of 585/600 hours. The teacher
candidate may log hours for all time spent at the practicum site: planning, teaching, IEP
meetings, parent conferences, faculty meetings, etc. Any district professional development
opportunities are also counted. The teacher candidate is to adopt the cooperating teacher’s
schedule for the semester (excluding extra duty assignments, such as Debate Club sponsor). The
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Hours Log is to be signed weekly by the cooperating teacher. It is the teacher candidate’s
responsibility to obtain signatures weekly throughout the practicum semester.
Role of the University Consultant
The specific responsibilities of the university consultant are:
1.
To serve as a resource person as needed/requested by the cooperating teacher and/or
teacher candidate.
2.
To assist the cooperating teacher and teacher candidate in evaluating the teacher
candidate’s teaching, knowledge, and professional behaviors, providing suggestions for
refinement.
3.
To monitor the consistent progress of the teacher candidate and assure that improvement
areas are being addressed. Intervention meetings/professional growth plans may be
convened at any time during the semester if concerns arise.
4.
To assure that all requirements, including the Research Project, observations, PDQ,
Performance-Based Checklist, and Hours Log are completed.
At the end of the practicum period, your university consultant will collect the following:

Your Practicum Research Project Summary and Reflection (to be included with the
Project Purpose and Project Direction submitted earlier in the practicum;

Your Field Experience Matrix and six observation reflections.

Three formal observations with standards-based lesson plans conducted by your
cooperating teacher throughout the semester.

Five formal observations with standards-based lesson plans conducted by the
university consultant throughout the semester.

Professional Disposition Qualities Rubric (and Professional Growth Plan, if
appropriate)

Performance-Based Checklist (2) completed and signed by the teacher candidate, the
cooperating teacher, and the university consultant.
Practicum Hours Log.

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The Role of the Cooperating Teacher
A primary responsibility of the cooperating teacher is to ensure that the teacher candidate
is provided with opportunities to learn about the full range of activities and expectations
associated with a career as a special educator. The cooperating teacher has the opportunity to
mentor and evaluate the teacher candidate on a regular basis.
A cooperating teacher should assist the teacher candidate in any/all of these ways:
1. Familiarize the teacher candidate with the schedule, routines, etc.
2. Introduce the teacher candidate to students and staff.
3. Orient the teacher candidate with the layout of the school/district, as well as specific
policies and procedures.
4. Within the first week be sure that the teacher candidate has familiarized the cooperating
teacher with his/her practicum requirements.
5. Assist the teacher candidate with developing a schedule which is compatible with the
already established schedule and routines.
6. Provide planning and direction which will allow the teacher candidate to assume
responsibility for the full schedule/routine of the practicum placement, as appropriate.
Depending on the nature of program delivery and specific services provided in the
practicum setting, the full responsibility should be in scheduling, routines and lesson
planning. The instructional delivery may vary from full instructional responsibility to
shared co-teaching with the cooperating teacher and/or general educator.
7. Provide constructive feedback throughout the semester.
8. Model appropriate teaching, behavior management and collaboration skills,
demonstrating when necessary.
9. Demonstrate the skills and sensitivity toward children that is needed to be effective.
10. Demonstrate the interpersonal skills necessary for collaborating with parents and other
professionals.
11. Maintain responsibility for the operations of the classroom, even when the teacher
candidate is teaching the lesson.
12. Discuss the philosophical and theoretical bases for the program with the teacher
candidate
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13. Observe and evaluate the teacher candidate at least three times throughout the
semester. Observation forms will be sent for the cooperating teacher’s use.
14. Assist the teacher candidate in self-assessment and in planning for personal growth and
change. Use of the Professional Disposition Qualities (PDQ) is required. The
Performance-based Checklist is also a required document, which will be completed at
midterm and again at final time in the semester. Use the Performance-based checklist
as an on-going evaluation of the teacher candidate.
Appendix B (found at the end of this handbook) is for the cooperating teacher. It is the
teacher candidate’s responsibility to provide this section to the cooperating teacher in a
timely manner. We ask that you do this during the first week of attendance.
Risk Management
In very rare situations the teacher candidate may be injured while in the practicum site. All
teacher candidates are covered by the Risk Management guidelines at UNC. In the event of an
injury, the teacher candidate should contact the following individuals as soon as possible:
UNC Risk Management Coordinator: George Bielinski (970-351-2718) or
george.bielinski@unco.edu
Field Experience Coordinator (970-351-2359)
University Consultant
The UNC Risk Management Coordinator will be able to provide appropriate paperwork
and instructions for the teacher candidate in the event that medical assistance is required.
Conflict Resolution (if concerns arise)
Occasionally after a teacher candidate begins her/his assignment, issues or concerns may
develop. Indicators of issues/concerns regarding the teacher candidate may include such
characteristics as poor interpersonal skills, poor attendance, lack of punctuality, poor
professional judgment, lack of teaching competency, resistance to suggestions for change, and
avoiding communication with students and/or the cooperating teacher. If such situations arise,
we expect the cooperating teacher to work with the teacher candidate to reach resolution. The
university consultant should also be contacted at this time. In situations where resolution does
not seem possible then we ask the cooperating teacher to follow the steps below:
Contact the University Consultant and arrange for a meeting at a mutually agreeable time with
the teacher candidate, cooperating teacher and university consultant.
Develop a Growth Plan
 State the issue/concern.
 Provide specific behavioral expectations including what to do and what not to do related
to the issue/concern
 Provide a timeline for improvement.
 All participants should sign the growth plan.
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Follow up
 Document all situations, including verbal and non-verbal behaviors related to the
issue/concern identified in the growth plan. Note positive growth, as well as areas still
needing improvement...
 Provide written feedback to the teacher candidate.
 Meet frequently to conference with the teacher candidate, reviewing written feedback and
progress on the growth plan. The university consultant may be included in these
meetings.
 Keep the university consultant informed of progress throughout the semester.
If the teacher candidate does not reach the level of “satisfactory or above” on his/her evaluation
in ≥ 85% of the Performance- Based Checklist competencies by the end of the practicum period,
a grade of “U” (unsatisfactory) or “NR (No Report) will be recorded. The teacher candidate
may repeat the practicum following university policy.
The university consultant reserves the right to recommend an extension of a teacher candidate’s
practicum beyond the semester if necessary. This decision will be made in consultation with the
teacher candidate, cooperating teacher, field experience coordinator, the teacher candidate’s
advisor, and, when appropriate, the school director.
Occasionally, the teacher candidate may feel that the cooperating teacher is not communicating
expectations effectively, is having difficulty releasing teaching expectations to the teacher
candidate, does not have time for consultation/collaboration, etc. As a teacher candidate, it is
your responsibility to inform the university consultant of any difficulties or problem situations
that may arise within your placement as soon as they are noted. The university consultant will
work with you and your cooperating teacher to resolve the issue.
Appendix A
Field Experience Matrix
Professional Disposition Qualities Rubric
Performance-Based Checklist
Practicum Hours Log
Practicum Timeline for Activities
Practicum Completion Rubric
Syllabus
Field Experience Matrix
Special Education: Generalist
As teacher candidates progress through the Special Education: Generalist program, they will be exposed to a
variety of experiences. The purpose of this matrix is to ensure students have experience in a broad range of
settings with diverse student populations.
In each box below, the teacher candidate will identify experiences in that area. By the end of practicum period,
TEN of the boxes in the matrix should be filled. Use the coding system below to indicate: 1) the type of
experience (Practicum, Coursework Field Experience, or Observation), 2) the primary mode of service delivery
(general education with support, resource, self-contained), and 3) the school name and city.
Student Age
Level
Academic
Needs
Behavioral
Needs
Significant
Support Needs
NonTraditional
Setting *
Elementary
Middle School
High School
*
Non-traditional settings include: charter schools, facilities, post K-12 settings, and private schools that offer special
education programs compliant with the Individuals with Disabilities Education Act.
CODING KEY
P = Practicum
1 = General Education with Support
O = Observation
2 = Mild/Moderate
C = Coursework Field Experience (EDF 270, EDSE 328-329) 3 = Significant Support Needs
Professional Disposition Qualities Rubric
On the following page you will find the Professional Dispositions Qualities Rubric. The teacher
candidate and the cooperating teacher will each complete a copy of the rubric during the fifth
week of the practicum (refer to the Practicum Timeline of Activities document included in this
handbook, Appendix A). After the teacher candidate and the cooperating teacher complete
the rubric, they should review the two documents together. If there is a discrepancy in
scoring between the two rubrics and/or the teacher candidate receives scores in the
unacceptable area, it is required that a Professional Growth Plan (attached at the end of the
rubric) be written and implemented. The university consultant should be notified
immediately of this need for action and will be responsible for assisting in the writing and
implementation of the Professional Growth Plan. The teacher candidate will be expected to
meet the criteria established in the Professional Growth Plan by the end of the practicum
experience.
Professional Disposition Qualities (PDQ)
Teacher Candidate:
Date:
Please rate yourself/teacher candidate on the following form by selecting the column that you believe best
describes your/teacher candidate’s qualities.
Professional Behavior
1.
Expects children and adolescents to learn and be successful
2.
Motivates and engages children and adolescents in learning
3.
4.
5.
6.
Produces high quality work
Demonstrates initiative suitable to the context
Conveys confidence when interacting with students, peers, and/or
professionals in small group situations
Maintains professional boundaries with all individuals
7.
Accepts evaluative feedback from peers and/or professionals
8.
9.
10.
11.
Collaborates effectively with peers
Considers all points of view and shows appreciation for diversity
Interacts positively with learners, including those from diverse backgrounds
Is well-groomed
Not
Applicable
Unacceptable(
1)
Appropriate
(2)
Advanced
(3)
Unacceptable
Appropriate
Advanced
Not
Applicable
Unacceptable
Appropriate
Advanced
Not
Applicable
12. Dresses appropriately for the situation
13. Arrives on time
Comments:
Interpersonal/Intrapersonal Behavior
14. Reflects on own practices and behavior
15. Creates flexible learning environments to meet the needs of all learners
16. Monitors and changes behavior to improve teaching skills
17. Uses effective communication strategies to teach learners
18. Collaborates equally during group activities.
19. Contributes relevant information during group activities
20. Uses effective communication strategies when speaking with students,
families peers and professionals
21. Demonstrates high energy and enthusiasm when teaching
22. Demonstrates good judgment and discretion when interacting with peers and
professionals
23. Engages in the learning process
Comments:
Responsible Behavior
24. Maintains confidentiality of student information and records.
25. Conveys confidence when interacting with students, peers, and/or
professionals in large group situations
26. Prepares, organizes, and meets assignment due dates
27. Demonstrates enthusiasm for learning
Comments:
©Brewer, Lindquist, Altemueller 2011
School of Special Education
PROFESSIONAL GROWTH PLAN (to be used with the Professional Disposition Qualitites Rubric)
TEACHER CANDIDATE NAME _________________________________
DATE __________________
Statement of issue or concern:
1.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern:
2.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern (List all below):
3.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern (List all below):
4.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Signatures:
_______________________________
Teacher Candidate
_______________________________
Cooperating Teacher
___________________________
University Consultant
Performance Based Checklist for
EDSE 444
Teacher Candidate ___________________________________ Cooperating Teacher ____________________________________
Date _______________ Practicum Location_________________________________ Semester/Year ________________________
This practicum placement should reflect evidence of satisfactory knowledge and demonstration of the various competencies of the Teacher Performance Standards
1-10. Please rate the teacher candidate’s performance according to the following scale: N/O = Not Observed; 1 = Unacceptable; 2 = Weakness; 3 = Satisfactory;
4 = Strength (Place a √ in the appropriate column for each competency of Standards 1-10).
Performance Based Checklist for EDSE 444
Rubric
Not Observed
Unacceptable (1)
The competency has not
been observed by the
cooperating teacher or it
may not be available to
the teacher candidate in
the particular practicum
placement. (A comment is
required for this rating.)
The teacher candidate has
received feedback for
improvement regarding
the particular competency
but does not demonstrate
the skill.
Weakness (2)
Satisfactory (3)
The teacher candidate
understands the feedback
given for the particular
competency, but has not,
as yet, developed
proficiency in
demonstrating the skill.
The teacher candidate is
able to perform the
particular skill and is
developing at a
satisfactory level of
proficiency.
Strength (4)
The teacher candidate
demonstrates skill and
knowledge of the
competency. The teacher
candidate has a good
grasp of the concept and
applies it naturally.
There are a total of sixty nine (69) competencies within the ten (10) Teacher Performance Standards.
After scoring each competency of the Performance Based Checklist, tally the number of √s in each column and enter below. Add the total number of √s
for 3 and 4.
_____ _____ _____ _____
1
2
3
4
TOTAL of 3 + 4 =______ /number of competencies scored = _____ x 100 = _______%
(Circle One)
S
U
(> 85%)
(< 85%)
Standard One: Knowledge of Literacy. The special education teacher candidate shall be knowledgeable about student literacy, and the development of
reading, writing, speaking, viewing and listening skills. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD ONE
4
1.1
1.2
1.3
1.4
1.5
(CEC Standards: 4, 6, 7)
Plans and organizes reading instruction, based on ongoing student assessment
Uses knowledge of language and cognitive development, to guide instructional strategies.
Develops student phonological and linguistic skills related to reading (phonemic awareness; print; phonics, etc.) and
spelling instruction.
Develops reading comprehension skills (comprehension strategies; literary response and analysis; content area literacy;
and independent reading).
Increases the oral and written English language arts skills and proficiency (vocabulary and standard English;
punctuation, grammar; sentence structure; spelling; and an understanding of the relationship(s) between reading,
writing and oral language. Additionally, the teacher candidate:
1.5.1 Designs effective research-based instructional strategies and curricular approaches based on the unique
strengths and needs of students with disabilities, and
1.5.2 Incorporates Colorado Model Content Standards into strategies for teaching reading and writing.
Comments:
Standard Two: Knowledge of Mathematics. The special education teacher candidate shall be knowledgeable about mathematics and mathematics
instruction, and is able to assist content area teachers in developing students’ knowledge and skills in the use of number systems, number sense,
geometry, measurement, statistics, probability, mathematical functions and in the use of variables. The teacher candidate:
N/O
ASSESSMENT
1
2
3
Comments:
4
COMPETENCIES OF STANDARD TWO
(CEC Standards: 4, 7)
2.1 Designs effective research-based instructional strategies and curricular approaches based on the unique strengths and
needs of students with disabilities.
2.2 Incorporates Colorado Model Content Standards into strategies for teaching mathematics.
Standard Three: Knowledge of Standards and Assessment. The special education teacher candidate shall be knowledgeable about strategies, planning
practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD THREE
4
(CEC Standards: 1, 2 , 6, 8, 9)
3.2 Develops, utilizes, and adapts a wide variety of non-biased informal/formal assessments, including rubrics.
3.3 Communicates with a variety of stakeholders about the strengths and limitations of formal and informal assessment
instruments; selects and uses these tools in screening, pre-referral, referral, and in the determination of eligibility for
special education; and to guide instruction.
3.4 Assesses, compares, and contrasts the effects of a wide variety of teaching strategies on student performance.
3.5 Utilizes assessment data in planning for standards-based instruction; and, is able to interpret these data to inform
appropriate special education instruction.
3.6 Provides effective verbal and written feedback to students, to guide and improve their academic performance, as related
to meeting content standards and IEP goals/objectives.
3.7 Prepares students for the Colorado Student Assessment Program (CSAP) and district literacy assessment.
3.8 Ensures that instruction is consistent with Colorado Model Content Standards; Colorado accreditation requirements and
school district objectives.
3.9 Collaborates with families and others to collect and report relevant background data and throughout the evaluation
process.
3.10 Uses effective communication skills to explain legal provisions, ethical principles, and basic terminology to relevant
stakeholders.
.
Comments
Standard Four. Knowledge of Content. The special education teacher candidate is knowledgeable about the general academic content of, and basic
concepts related to: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education, in order to assist the
general classroom teacher with the accommodations necessary for students to learn in those content areas. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FOUR
4
(CEC Standards: 1, 2, 4, 6)
4.1 Analyzes and uses research-based information with consultation and collaborative planning for instructional delivery to
students and other professionals.
4.2 Collaborates with other school professionals, families and students to assist learners in gaining access to needed
learning accommodations.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FOUR (Continued)
4.3 Supports student acquisition of Colorado Model Content Standards through accommodations with address the unique
strengths and needs of students with disabilities from a wide variety of cultures and socioeconomic backgrounds.
4.4 Assists content-area teachers in adapting and modifying curriculum and instruction to employ a wide variety of
approaches to support students in meeting content standards.
4.6 Assists the general classroom teacher with the incorporation of literacy and mathematics into content area instruction.
Comments:
Standard Five: Knowledge of Classroom and Instructional Management. The special education teacher candidate is knowledgeable about classroom
and instructional management including laws, policies and ethical principles and is able to demonstrate effective time management, organization or
materials, communication and accurate record-keeping. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FIVE
4
(CEC Standards: 3, 4, 5, 10)
5.1 Provides a safe and effective learning environment responsive to the physical social, cognitive, academic, linguistic,
cultural, and functional needs of student learners.
5.2 Collaborates with general classroom teachers about effective classroom management practices and organizational
techniques for students with varying instructional needs.
5.3 Determines specific learner needs and matches student strengths with appropriate curriculum and instructional delivery
strategies to encourage optimal learning.
5.4 Designs behavior plans that incorporate research-based instructional strategies to teach problem solving, conflict
resolution and social interaction skills.
5.5 Encourages students to be active self-advocates in their own educational planning, by teaching goal setting and goal
attainment skills.
5.6 Maintains adequate and appropriate data regarding student behavior, to determine whether student actions are a
manifestation of a disability, and/or to address such implications in the disciplinary process.
5.7 Applies consistent and fair disciplinary practices using effective research-based classroom management and organizational techniques, including the implementation of behavior support systems to match the needs of students.
5.9 Understands and applies crisis prevention and intervention strategies.
5.10 Identifies realistic expectations for personal and social behavior is various settings.
5.11 Collaborates with general classroom teachers to evaluate and match learner needs and strengths with appropriate
curriculum and instruction strategies.
5.12 Understands and implements a wide variety of effective research-based instructional strategies in order to raise the
academic performance level of students over time.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FIVE (Continued)
5.14 Collaborates with school and community media and resource specialists to instruct students on incorporating (e.g. how
to gain access to, retrieve, analyze, synthesize and evaluate information) information-gathering skills into curriculum
delivery.
5.15 Communicates effectively with families and guardians to involve them as partners in student learning, by providing
them with information about resources, and encouraging their efforts to support the learner.
5.16 Assists students in their transition from one setting or level to another, in collaboration with family and a variety of
stakeholders by assisting students in applying knowledge and skills to home, community and work-life.
5.18 Uses group problem solving skills to develop, implement and evaluate collaborative activities.
Comments:
Standard Six. Knowledge of Individualization of Instruction. The special education teacher candidate is knowledgeable about orientation of instruction
toward meeting student need(s); responsive to the needs and experiences students bring to the classroom, including those based on culture, community,
ethnicity, economics, linguistics and innate learning abilities; learning exceptionalities and conditions that affect the rate and extent of student learning;
and the adaptation of instruction for all learners. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD SIX
4
(CEC Standards: 2, 3, 4, 5, 6, 7, 10)
6.1 Incorporates and utilizes strategies that mitigate the influence of diversity on assessment, eligibility, programming and
placement of students with exceptional learning needs.
6.2 Assists in the design and/or modification of standards-based instructional delivery, in response to identified student
need, collaborates with other professionals to access services that meet the needs of learners and families from a
variety of cultures.
6.4 Follows procedures specified in state, federal and local regulation and policy, and identifies and provides pre-referral
interventions to determine the least restrictive learning environment for a student, as determined by the special
education assessment process.
6.5 Understands history and foundations of federal, state, and local policy and the impact on the practice of legal
requirement that provide the basis for special education.
6.6 Communicates to a variety of stakeholders about the rights, responsibilities and procedural safeguards inherent in due
process rights, as related to assessment, eligibility and placement.
6.7 Makes ethical decisions with regard to pre-referral, referral, identification, assessment, instructional and service
delivery for students in special education.
6.8 Coordinates, schedules, and supervises para-educators to ensure that students’ education programs are implemented
effectively.
N/O
1
2
3
4
COMPETENCIES OF STANDARD SIX (Continued)
6.9 Collaborates with parents, students and other education professionals to develop and implement individualized
education programs related to student education, behavior, and transition—including measurable goals/objectives and
adaptations based on student need.
6.10 Collects and incorporates student achievement data into the development of Individualized Education Programs
(IEPs) and student’s progress reports.
6.11 Consults with appropriate professionals regarding specific medical conditions/medications in terms of the effect on a
student’s learning/behavior.
Comments:
Standard Seven. Knowledge of Technology. The special education teacher candidate is knowledgeable about and skilled in technology to support
instruction and enhance learning. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD SEVEN
4
(CEC Standards: 4, 5, 7, 8, 10)
7.1 Provides assistance to the general classroom teacher with regard to multiple use(s) of technology in the delivery of
standards-based instruction.
7.3 Utilizes technology to manage student education plans and to communication relevant information to stakeholders.
7.5 Ensures instruction and support of students with disabilities in their use of technology skills.
Comments
Standard Eight. Knowledge of Democracy, Educational Governance and Careers in Teaching. The special education teacher candidate is knowledgeable
about the relationship of education to democracy, including, but not limited to: the school’s role in teaching and perpetuating a democratic system of
government, educational governance; careers in teaching; the relationship(s) between the various governmental entities which create laws, rules,
regulations and policies that determine education and special education practices. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD EIGHT
4
(CEC Standard: 9)
8.1 Models and articulates democratic ideals of productive citizenship to students and other stakeholders.
8.2 Effectively addresses in planning influences which affect educational practice, including, but not limited to:
8.2.1
federal and state constitutional provisions, executive, legislative, legal and school/district policies;
8.2.2
the roles of elected officials, the public sector and advocacy groups in policy-making necessary to personal,
family and community well-being.
COMPETENCIES OF STANDARD EIGHT (Continued)
8.4 Promotes teaching as a worth career and describes the wide variety of career paths in education.
8.5 Evaluates his/her own performance and accesses the professional development options necessary to improve that
performance.
Comments:
Standard Nine. Knowledge of Diversity. The special education teacher candidate creates an inclusive environment for all students by drawing upon
representations from students’ experiences, knowledge and beliefs. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD NINE
4
(CEC Standards: 1, 3, 6, 9)
9.1 Recognizes and understands how students differ from one another:
9.1.1
Understands issues in definition and identification of individuals with exceptional learning needs, those from
culturally and linguistically diverse groups, various religious backgrounds and/or other non-dominate groups.
9.1.2
Appreciates variations in beliefs, traditions, history and values across and within cultures and their effects on
relationships among individuals with exceptional needs, family and schooling.
9.1.3
Is aware of the effects of cultural and linguistic differences on the growth and development of individuals
with exceptional needs
9.4 Recognizes how ones’ own culture, behavior, language and personal biases can affect one’s teaching and can lead to
misunderstanding in a culturally diverse environment.
9.5 Recognizes how the dominant culture shapes schools and individuals.
Comments:
Standard Ten. Knowledge of Professional Behavior. The special education teacher candidate conducts him/herself in a professional manner. The teacher
candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD TEN
4
10.1
10.2
10.3
10.5
(CEC Standards: 1, 9)
Uses effective models and strategies of consultation, collaboration and communication with students, colleagues,
parents and the community.
Models appropriate professional behavior including dress, demeanor, and initiative.
Applies legal and ethical practices of teaching and ethical responsibility to advocate to appropriate services for
individuals with disabilities.
Maintains confidential communication about individuals with exceptional learning needs.
COMPETENCIES OF STANDARD TEN (Continued)
10.6 Reflects on and evaluates one’s practices obtaining assistance as needed.
10.8 Demonstrates commitment to developing the highest education and quality-of-life potential of individuals with
exceptional learning needs.
Comments:
____________________________________
Cooperating Teacher Signature
__________________
Date
____________________________________
Teacher Candidate Signature
__________________
Date
____________________________________
University Consultant Signature
__________________
Date
EDSE 444
Practicum Hours Log
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
WEEK ONE
Ex: 8/23/10 7:30 – 4:00
8.5
Activities
Cooperating
Teacher’s
Initials
Assisted CT with greeting new students, observed routine,
assisted with
lunch supervision; attended brief team meeting
CTI
WEEK TWO
WEEK THREE
Total Hours – Page 1
______
_________________
Teacher Candidate’s Signature
EDSE 444/TS/bal’10
Cooperating Teacher’s Signature
Date
EDSE 444
Practicum Hours Log
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
Activities
Cooperating
Teacher’s
Initials
WEEK FOUR
WEEK FIVE
WEEK SIX
Total Hours – Page 2
______
_________________
Teacher Candidate’s Signature
EDSE 444/TS/bal’10
Cooperating Teacher’s Signature
Date
EDSE 444
Practicum Hours Log
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
Activities
Cooperating
Teacher’s
Initials
WEEK SEVEN
WEEK EIGHT
WEEK NINE
Total Hours – Page 3
______
_________________
Teacher Candidate’s Signature
E DSE 444/TS/bal’10
Cooperating Teacher’s Signature
Date
EDSE 444
Practicum Hours Log
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
Activities
Cooperating
Teacher’s
Initials
WEEK TEN
WEEK ELEVEN
WEEK TWELVE
Total Hours – Page 4
______
_________________
Teacher Candidate’s Signature
EDSE 444/TS/bal’10
Cooperating Teacher’s Signature
Date
EDSE 444
Practicum Hours Log
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
Activities
Cooperating
Teacher’s
Initials
WEEK THIRTEEN
WEEK FOURTEEN
WEEK FIFTEEN
Total Hours – Page 5
_______
_________________
Teacher Candidate’s Signature
EDSE 444/TS/bal’10
Cooperating Teacher’s Signature
Date
EDSE 444
Practicum Hours Log (additional page, if needed)
Teacher Candidate
______Cooperating Teacher
School:
Semester
Attach schedule(s) to completed time sheet at end of semester.
DATE AND TIMES AT
SCHOOL
No. of
Hours
Activities
Cooperating
Teacher’s
Initials
TOTAL HOURS for the semester must equal at least 585/600 hours. Less than 585 hours will require additional time
within the practicum until all hours are completed.
Total Hours from Page One
______________
Page Two
______________
Page Three ______________
Page Four
______________
Page Five
______________
Additional
_____________
TOTAL of all pages
EDSE 444/TS/bal’10
_______/600__
Practicum Timeline for Activities
Note to teacher candidates: You may be starting your practicum at an earlier date than Week One below. That is
great! Good Experience. Please note that whenever you DO start, the Cooperating Teacher Handbook
(Appendix) needs to be given to your cooperating teacher at the very start of your placement period. Other
important notes are made for each week of UNC’s semester. Regardless of when you begin your practicum, we
will be following this schedule (below) for due dates!
Week One: __January 9, 2012__________
 Your university consultant will be meeting with you and your cooperating teacher this week.
 Review all of your practicum assignments/responsibilities with your cooperating teacher.
 Decide on a schedule for participation in your cooperating teacher’s classroom.
 Give your cooperating teacher his/her portion of the practicum handbook (Appendix B)
 Begin a discussion regarding your research project. Elicit ideas/feedback from your cooperating teacher.
 Attend the practicum seminar on Saturday, January 14, 2012 (9:00 -11:30)
Week Two: __January 16, 2012_______________
 Check Blackboard Assignment Number One on January 18, 2012_______
Week Three: __ January 23, 2012___________
 Review your practicum research project with the cooperating teacher and/or university consultant.
 Complete a timeline with your cooperating teacher for assuming duties of the classroom.
Week Four: __January 30, 2012___________
 Your PROJECT PURPOSE is due to your university consultant by the end of this week!
 Assume the agreed upon duties of your classroom.
 Schedule a school observation?
 Check Blackboard Assignment Number Two on February 1, 2012______
Week Five: __February 6, 2012___________
 Assume all duties of your classroom.
 Your cooperating teacher and you will complete the PDQ Rubric this week.
Week Six: __ __February 13, 2012_____________
 Collect data for your project –this will be ongoing now.
 Schedule a school observation?
Week Seven: __February 20. 2012_____________
 Submit your PROJECT DIRECTION to you university consultant by the end of this week.
 Check Blackboard Assignment Number Three on__February 22, 2012_______
 Schedule time with cooperating teacher to review Performance-Based Checklist next week.
Week Eight: __February 27, 2012______________
 Collect research project data. How is it looking?
 Review MIDTERM Performance-Based Checklist with your.cooperating teacher (this is due to your
university consultant now).
Week Nine: _March 5, 2012__________________
 Continue collecting data.
 Schedule a school observation?
March 12 – 16 is UNC’s Spring Break)
Week Ten : __March 19, 2012_______________
 Check Blackboard Assignment Number Four on __March 21, 2012__
Week Eleven: __March 26, 2012_____________
 Schedule a school observation?
 How is your research data looking?
Week Twelve: __April 2, 2012
 Check Blackboard Assignment Number Five on _April 4, 2012 __
 Begin timeline discussion for returning duties of classroom to cooperating teacher.
Week Thirteen: __April 9, 2012______
 Schedule a school observation?
 Begin schedule for returning duties of classroom to cooperating teacher.
Week Fourteen: __April 16, 2012____________
 Collate and interpret your data for your research project. Write your research PROJECT SUMMARY AND
REFLECTION (Note: the complete, corrected version will be due next week!!!)
 Continue returning duties of classroom to cooperating teacher. This should be complete this week.
 Schedule time with your cooperating teacher to review the FINAL Performance-Based Checklist next week.
 Schedule a school observation?
Week Fifteen: __April 23, 2012______________
 Complete Research Project is due to your UC at the end of this week.
 Review Performance-Based Checklist with cooperating teacher. It is due this week.
 Complete written summaries of your six observations. These are due this week with the Practicum Matrix
 Check Blackboard Assignment Number Six on __April 25, 2012___ (last one!)
Week Sixteen: __April 30, 2012______________
 Upload your complete research project into Safe Assign.
 Attend final practicum seminar on _ May 4, 2012 from 11:00 -1:30______________
 Graduate 5/5/12! 
EDSE 444
PRACTICUM IN SPECIAL EDUCATION
3-12 credit hours
A. COURSE DESCRIPTION:
PTEP Admission. Supervised practicum in assessing, planning, and teaching students with exceptional learning
needs in collaboration with families, education professionals, and community members.
B. PREREQUISITES:
Full PTEP Admission, EDSE 510, EDSE 511, EDSE 512, EDSE 614, EDSE 616, EDSE 617, EDSE 618, and
EDSE 619. EDSE 615 may be taken concurrently.
C. RELATIONSHIP OF THIS COURSE TO THE PROGRAM KNOWLEDGE BASE:
Goal: The faculty of the School of Special Education shall facilitate the development of educators who are able
to implement professional standards, advocate for children and youth with exceptionalities and their families,
and adhere to the following beliefs and values:





Children and youth with exceptionalities are part of a larger community of diverse learners;
Children and youth with exceptionalities can learn when provided with effective and/or
differentiated instruction, the adaptation of the learning environment, and culturally responsive
pedagogy and curriculum;
Children and youth with exceptionalities excel when they are held to high standards and
expectations;
The larger mission of education is best served when special educators collaborate with families,
general educators, and related services professionals.
Children and youth with exceptionalities develop lifelong attitudes and behaviors when
responsibility, self-determination, and ownership of their education are expected.
Practicum is the culminating field experience that gives prospective special education teachers the opportunity
to apply and synthesize educational theory and pedagogy as they demonstrate skills and abilities in the school
setting.
D. PROFESSIONAL STANDARDS MET:
Colorado Department of Education (CDE) Standards for the Special Education Generalist: CDE
9.06(1)(a-f); 9.06(2); 9.06(3)(a-h); 9.06(4)(a-e); 9.06(5)(a-i); 9.06(6)(a-g); 9.06(7)(a-c); 9.06(8)(a),(c-e)
CEC Standards (Individualized General Curriculum): GC3S1-16; GC5S1-6; GC6S1-5; GC7S1-4, 6-8;
GC8S1-5; GC9S1,2; GC10S1,2,4
E. COURSE GOALS AND OBJECTIVES:
1.
Professionally and ethically perform the duties of a special education generalist
teacher.
a. Participate in the development of Individualized Education Programs
b. Apply knowledge about assessment, identification, and evaluation of learners with exceptional
learning needs to educational practices in learning environments consistent with the learners’
Individualized Education Program
c. Consult, collaborate, and communicate effectively with school personnel, professional agency
representatives, families, and students
d. Demonstrate professional and ethical practices related to schools, teaching, and learning
[CDE: 9.06(6)(c-g); 9.06(7)(a-c); 9.06 (8) (a),(e)]
[CEC: GC4S1-16; GC5S1-6; GC9S1-2; GC10S1-4]
2.
Apply best practices of instruction, behavior supports, and content delivery for
students with exceptional learning needs across the continuum of services.
a. Articulate the implications for practice in school settings of the philosophical, historical and
legal foundations of special education
b. Apply knowledge about the characteristics of learners, especially those with exceptional
learning needs, to educational practices in learning environments
c. Demonstrate knowledge of instructional content and practice in learning environments with
students with exceptional learning needs
d. Select, adapt, and use instructional strategies, adaptations, and materials according to
characteristics of the learner
e.
Plan and manage the teaching and learning environment for students with exceptional learning
needs using appropriate supports and materials
f.
Support students with exceptional learning needs to develop social interaction skills and
provide behavioral support for their specific educational needs
[CDE: 9.06(1)(a-e); 9.06(2); 9.06(3)(a-h); 9.06(4)(a-e); 9.06(5)(a-i); 9.06(6)(a-b)]
[CEC: GC3S1; GC4S1-16; GC6S1-5; GC7S1-8; GC8S1-5]
F. CONTENT OF THE COURSE (see attached checklist for details):
Course delivery will be accomplished through seminars, on-line information, and direct supervision of field
experience with University Consultants.
1. Assessment
2. Planning and organization
3. Classroom management
4. Instructional strategies
5. Individualized instruction based on learner development and diversity
6. Use of materials, resources, and technology
7. Collaboration and communication
8. Professionalism
9. Instructional delivery in literacy, mathematics, and other content areas
10. Democratic ideals of productive citizenship
G. COURSE REQUIREMENTS:
1. Follow and comply with the responsibilities of teacher candidates as listed in the Special Education
Practicum Handbook.
a. A minimum of 585 hours of supervised teaching experiences with students with exceptional
learning needs at both elementary and secondary program levels.
b. Assume all full-time teaching responsibilities according to program needs, school/district
guidelines.
c. Participate in building and district level professional activities.
d. Comply with the rules and regulations of the school in a professional manner
[CDE: 9.06(1)(a-f); 9.06(2); 9.06(3)(a-h); 9.06(4)(a-e); 9.06(5)(a-i); 9.06(6)(a-g); 9.06(7)(a-c);
9.06(8)(a),(c-e)]
[CEC: GC3S1; GC4S1-16; GC5S1-6; GC6S1-5; GC7S1-4, 6-8; GC8S1-5; GC9S1,2; GC10S1,2,4]
1. Attend a minimum of two practicum seminars and participate in at least six online assigments on selected
Special Education Generalist program topics.
[CDE 9.06(1)(b), (e)(ii); 9.06(3)(h); 9.06(4)(b); 9.06(5)(a)(iii), 9.06(6)(a)]
[CEC Individualized Generalist Curriculum GC5S5; GC10S1]
2. Demonstrate a minimum of competency level skills according to the University of Northern
Colorado Performance-Based Checklist (≥ 57/67 standards-based competencies).
[CDE 9.06(1)(a-f); 9.06(2); 9.06(3)(c)(ii), (d), (f-h); 9.06(4)(a-e); 9.06(5)(a)(i-iv), (b)(i-vi), (c-f),(i)(i-iv);
9.06(6)(a-d),(g); 9.06(7)(a-c); 9.06(8)(a), (c-e)]
[CEC Individualized Generalist Curriculum GC4S1; GC4S2,6,7-16; GC5S2-6; GC6S3,5; GC7S1,3,4,6-8;
GC8S4; GC8S5; GC9S2; GC10S1,2,4]
4. Observe in six school sites at levels different than the practicum and in programs different
than that of the practicum Write 2 page reflections for each.
5. Plan, develop, and evaluate a classroom action research project in consultation
with the candidate’s University Consultant and site-based Cooperating Teacher.
[CDE Standards 9.06(3)(a),(d), (h); 9.06(4)(a); 9.06(5)(b); 9.06(6)(b)]
[CEC Standards GC4S1; GC7S1; GC8S1; GC10S1]
H. GRADING CRITERIA:
S/U Graded
I. REQUIRED READINGS:
University of Northern Colorado. (2010). BA: Generalist Practicum Handbook. Greeley,
CO: Author.
Churchill, L.R., Mulholland, R. & Cepello, M.R.(2008). A practical guide for special
education professionals. Upper Saddle River, NJ: Pearson.
Price, K.M., Nelson, K. L. (2011). Planning effective instruction: Diversity responsive
methods and management (4th edition). United States: Thompson Wadsworth.
Rawlinson, D., Little, M. (2006). Improving student learning through classroom action
research: A guide to becoming an action researcher. FL: Department of Education.
J.
SUGGESTED READINGS:
Rosenberg, M.J., O’Shea, L.J., O’Shea, D.J. (2006). Student teacher to master teacher: A
practical guide for educating students with special needs (4th ed). Upper Saddle River,
NJ:. Pearson/Merrill Prentice
Hall.
Thousand, J. S., Villa, R. A., Nevin, A. I. (2007). Differentiating instruction: Collaborative
planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin
Press.
American Psychological Association (2009). Publication Manual of the American
Psychological Association (6th ed.).Washington DC: Author.
K. DISABILITY ACCESS:
Any student requesting disability accommodation for this class must inform the instructor by giving appropriate
notice. Students are encouraged to contact Disability Support Services at (970) 351-2289 to certify
documentation of disability and to ensure appropriate accommodations are implemented in a timely manner.
L. PLAGIARISM POLICY
The University of Northern Colorado (UNC) defines plagiarism as the act of appropriating the written, artistic,
or musical composition of another, or portions thereof; or the ideas, language, or symbols of same and passing
them off as the product of one's own mind. Plagiarism includes not only the exact duplication of another's work
but also the lifting of a substantial or essential portion thereof. In the preparation of an assignment, statements
that paraphrase or summarize the work of another must be properly cited in the text of a document and included
in the reference list at the end of the document.
M. DIVERSITY STATEMENT
The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where
diversity and individual differences are understood, respected, appreciated and recognized as a source of
strength. We expect that students, faculty and staff within CEBS will be accepting of differences and
demonstrate diligence in understanding how other peoples’ perspectives, behaviors, and world views may be
different from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful
discrimination in…educational services against any person because of race, religion, gender, age, national
origin, disability, or veteran status. It is the University’s policy to prohibit discrimination in…educational
services on the basis of sexual orientation or political affiliation.” (See http://www.unco.edu/hr/AAEO_TitleIX.htm
<http://www.unco.edu/hr/AAEO_TitleIX.htm> ).
Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to
diversity (http://www.unco.edu/cebs/diversity).
Practicum Completion Rubric
for EDSE 444
Practicum Assignment
Satisfactory
Unsatisfactory
No Report
Research Project
The project follows all criteria
for the assignment (see handbook)
The project was not
attempted
The project was not written
to specifications for the
assignment. It will need to be
redone.
Observations
All six ½ day observations and
2 page reflections are present
Observations have not
been completed
Two or more ½ day observations and reflections
are missing.
Professional Dispositions
All competencies are within
the proficient/advanced category
An improvement plan was
written but not met
The teacher candidate needs more
time to develop the competencies
Performance-based
Matrix
Performance on ≥ 85% of the
competencies of the 10 standards indicate satisfactory or
strength
< 85% of the competencies
of the 10 standards are at
the satisfactory/strength level.
In process. Some evidence
of competencies demonstrated, but not at the
satisfactory/strength level.
Seminars/Bb
Attendance and participation
for 2 seminars and 6 online
assignments
No attendance/ participation.
Attendance at 1 seminar
and participation in less
than 4 online assignments.
Practicum is the culmination of the graduate generalist program requirements. It is the teacher candidate’s opportunity to demonstrate his/her competencies related
to teaching in the field of special education. It is the School of Special Education’s expectation that each teacher candidate is prepared to complete the practicum
experience at a satisfactory level. There are occasions when this does not happen. Hence, a grade of unsatisfactory may be assigned. There are times, as well,
when the teacher candidate needs more time to satisfactorily complete the practicum experience. In these circumstances a grade of NR (No Report) may be
assigned to allow the teacher candidate another semester to show positive growth. This rubric is designed to guide this process.
Appendix B
Cooperating
Teacher
Cooperating Teacher Information
Documents included in the Cooperating Teacher Handbook are:
Preparing for the First Week with a Teacher Candidate
Practicum Timeline of Activities
Professional Disposition Qualities (PDQ) Rubric
Professional Growth Plan (only used if issues arise)
Performance-Based Checklist (Midterm and Final)
These are for the cooperating teacher’s use as decribed in this handbook.
We recognize you as the primary consultant of the teacher candidate because you are in daily
contact with him/her. Only cooperating teachers can provide daily guidance to assist teacher
candidates in developing competencies.
Your major responsibility is to provide a climate for growth. As the semester proceeds, we
expect you will gradually shift more and more responsibility of programming for the students to
the teacher candidate. By approximately the end of the fifth week of the of the practicum period,
the teacher candidate should be responsible for all aspects of instruction and management of the
program. Decisions about the full responsibility of the program are “cooperating teacher driven”
based on the program design, set-up and any school/district guidelines regarding such
responsibility.
Since most teacher candidates begin their practicum after many of your initial planning
procedures and exploratory teaching sessions are completed, they are likely to be active only in
daily or weekly planning, modification, and assessment. The teacher candidate should be given
an overview of the initial planning procedures to assure that they understand why particular
methods and materials are being used with a pupil and what the long-range goals are. Please
explain the processes used in designing relevant, individualized programs for a pupil.
The time you can find to confer with the teacher candidate concerning assessment procedures,
decision-making and goal-setting processes will greatly enhance the practicum experience.
Without collaboration and guidance, the teacher candidate will not gain full benefit. We
consider the practicum experience to be the teacher candidate’s “guided practice” in which all
content knowledge will be put into practicum with support and encouragement.
Your specific functions should include:
1. Meeting with the teacher candidate within the first week of the practicum to discuss
the competencies in the Professional Dispositions Rubric, Performance-Based
Checklist and Portfolio Demonstration Matrix and determining with him/her how
each competency will be achieved.
2. Providing an orientation to the school, its policies, and the way in which your
program operates. A checklist of suggested guidelines for orienting the teacher
candidate to the school and special education program is attached along with the
required forms for the practicum. (See Preparing for the First Week with a Teacher
Candidate document)
3. Providing an opportunity for the teacher candidate to participate in all aspects of the
program.
4. Demonstrating the assessment, teaching and planning skills, and sensitivity toward
children that is needed to be effective.
5. Demonstrating the interpersonal skills necessary for dealing with parents and other
professionals.
6. Discussing the philosophical and theoretical bases of the program with the teacher
candidate.
7. Maintaining responsibility for the operations of the classroom even when the teacher
candidate is managing the classroom.
8. Observing and evaluating the testing, planning, teaching, and professional interaction
skills of the teacher candidate. Please plan to formally observe the teacher candidate
THREE times over the course of the semester (at different times than that of the
university consultant). Each of these observations should be standards-based. The
teacher candidate will provide for formal lesson plan for you to follow. Observation
forms will be mailed to you. After the observation meet with the teacher candidate to
provide feedback and then give the teacher candidate the yellow copy of the
observation document. Review the observations with the university consultant
throughout the semester. The original copy of the observations will be given to the
university consultant for the teacher candidate’s file.
The Professional Disposition Qualities (PDQ) rubric (included in this handbook) is to
be completed by you during week five of the practicum. (See Timeline of Activities).
The Performance-Based Checklist is to be completed at midterm and again during the
final week of the practicum. The forms for your use are included in this handbook.
Both the Performance-Based Checklist and the PDQ are designed to provide a basis
for helping the teacher candidate grow professionally throughout the practicum
experience. We ask that you use these instruments for your ongoing conferences with
the teacher candidate.
9. Assisting the teacher candidate in self-assessment and in planning for personal
growth and change.
Throughout the practicum assignment, you will, in consultation with the university
consultant, evaluate the teacher candidate’s performance on the competencies listed
on the Performance-Based Checklist. The final grade should reflect the competence
of the student at the end of the practicum experience. The final grade of “S” is given
for satisfactory work in a practicum and a grade of “U” for unsatisfactory work. If the
teacher candidate is not proficient in ≥ 85% of the competencies, a grade of “U” will
be assigned. Determining the final grade will be made in consultation with the
university consultant.
If the teacher candidate does not complete the practicum with a satisfactory grade, the
student may repeat the practicum according to university policy. We encourage you
to inform both the teacher candidate and the university consultant immediately if you
find the teacher candidate’s work to be unsatisfactory or below average. Please
discuss your observations with the teacher candidate before submitting the evaluation.
Since factors important to the individual teacher candidate and his/her placement
often affect evaluation and grading, we encourage you to discuss concerns with the
university consultant.
Risk Management
In very rare situations the teacher candidate may be injured while in the practicum site. All
teacher candidates are covered by the Risk Management guidelines at UNC. In the event of an
injury, the teacher candidate should contact the following individuals as soon as possible:
UNC Risk Management Coordinator: George Bielinski (970-351-2718) or
george.bielinski@unco.edu
Field Experience Coordinator (970-351-2359)
University Consultant
The UNC Risk Management Coordinator will be able to provide appropriate paperwork
and instructions for the teacher candidate in the event that medical assistance is required.
Conflict Resolution (if concerns arise)
Once in a while after a teacher candidate begins her/his assignment, issues or concerns may
develop. Indicators of issues/concerns regarding the teacher candidate may include such
characteristics as poor interpersonal skills, poor attendance, lack of punctuality, poor
professional judgment, lack of teaching competency, resistance to suggestions for change, and
avoiding communication with students and/or the cooperating teacher. If such situations arise,
we expect the cooperating teacher to work with the teacher candidate to reach resolution. The
university consultant should also be contacted at this time. In situations where resolution does
not seem possible then we ask the cooperating teacher to follow the steps below:
Contact the University Consultant and arrange for a meeting at a mutually agreeable time with
the teacher candidate, cooperating teacher and university consultant.
Develop a Professional Growth Plan
 State the issue/concern. (continued on next page)
 Provide specific behavioral expectations including what to do and what not to do related
to the issue/concern
 Provide a timeline for improvement.
 All participants should sign the growth plan.
Follow up
 Document all situations, including verbal and non-verbal behaviors related to the
issue/concern identified in the growth plan. Note positive growth, as well as areas still
needing improvement...
 Provide written feedback to the teacher candidate.
 Have frequent conferences with the teacher candidate to review written feedback and
progress on the growth plan.
 Keep the university consultant informed of progress.
The university consultant reserves the right to extend a teacher candidate’s practicum beyond the
semester if necessary. This decision will be made in consultation the cooperating teacher, field
experience coordinator, the teacher candidate’s advisor, and, when appropriate, the school
director.
Occasionally, the teacher candidate may feel that the cooperating teacher is not communicating
expectations effectively, is having difficulty releasing teaching expectations to the teacher
candidate, etc. The teacher candidate has the responsibility to first discuss the concerns with the
cooperating teacher and to inform the university consultant of any difficulties or problem
situations that may arise within the placement as soon as they are noted.
You will be asked to complete paperwork for your cooperating teacher’s stipend. You have two
options for compensation of your time as a cooperating teacher: 1) you may choose the $100.00
stipend. Payment will be issued after the practicum ends. 2) you may choose to receive 2
semester hours of credit from UNC (we pay the tuition). Again, thank you for your willingness to
work with our teacher candidates in providing support and professional direction throughout this
practicum semester!
On the following pages you will find the Professional Dispositions Qualities Rubric,
Performance-based Checklists (a midterm and a final) to be completed by you,
in collaboration with the teacher candidate and university consultant.
A Practicum Timeline of Activities is included for your information. It is designed to help you
and the teacher candidate track the practicum expectations.
Preparing for the First Week with a Teacher Candidate
1. _______Introduce the teacher candidate to the class in such a way that status is given.
2. _______Provide the teacher candidate with necessary supplies and a place to work.
3. _______Review the Cooperating Teacher Handbook along with the teacher candidate.
4. _______Assist the teacher candidate with learning student/faculty names.
5. _______Acquiant the teacher candidate with classroom routines and management techniques
which work for you.
6. _______Apprise the teacher candidate of class work/assignments which are currently under
way.
7. _______Discuss the role of paraprofessionals and support staff.
8. _______Orient the teacher candidate to faculty, school and community.
9. _______Have the teacher candidate write a letter of introduction to parents.
10.______Involve the teacher candidate in classroom activities as soon as possible.
11.______Help the teacher candidate acquire background knowledge of students (IEPs, etc.)
12.______Plan for the gradual assumption of duties (week 5 the TC should have full
responsibility, if applicable)
13.______Review school policies/procedures.
14.______Review format of organization of lesson plans.
15.______Set up time for daily conferencing and planning.
16.______Plan for documentation of teacher candidate progress – including strengths,
weaknesses and suggestions for improvement.
Adapted from Henry, Marvin A., and Wayne W. Beasley, 1996. Supervising Student Teachers, p. 276-277. Terre Haute, IN:
Sycamore Press.
Practicum Timeline for Activities
Note to teacher candidates: You may be starting your practicum at an earlier date than Week One
below. That is great! Good Experience. Please note that whenever you DO start, the Cooperating
Teacher Handbook (Appendix) needs to be given to your cooperating teacher at the very start of
your placement period. Other important notes are made for each week of UNC’s semester.
Regardless of when you begin your practicum, we will be following this schedule (below) for
due dates!
Week One: __January 9, 2012__________
 Your university consultant will be meeting with you and your cooperating teacher this
week.
 Review all of your practicum assignments/responsibilities with your cooperating teacher.
 Decide on a schedule for participation in your cooperating teacher’s classroom.
 Give your cooperating teacher his/her portion of the practicum handbook (Appendix B)
 Begin a discussion regarding your research project. Elicit ideas/feedback from your cooperating
teacher.
 Attend the practicum seminar on Saturday, January 14, 2012 (9:00 -11:30)
Week Two: __January 16, 2012_______________
 Check Blackboard Assignment Number One on January 18, 2012_______
Week Three: __ January 23, 2012___________
 Review your practicum research project with the cooperating teacher and/or university consultant.
 Complete a timeline with your cooperating teacher for assuming duties of the classroom.
Week Four: __January 30, 2012___________
 Your PROJECT PURPOSE is due to your university consultant by the end of this week!
 Assume the agreed upon duties of your classroom.
 Schedule a school observation?
 Check Blackboard Assignment Number Two on February 1, 2012______
Week Five: __February 6, 2012___________
 Assume all duties of your classroom.
 Your cooperating teacher and you will complete the PDQ Rubric this week.
Week Six: __ __February 13, 2012_____________
 Collect data for your project –this will be ongoing now.
 Schedule a school observation?
Week Seven: __February 20. 2012_____________
 Submit your PROJECT DIRECTION to you university consultant by the end of this week.
 Check Blackboard Assignment Number Three on__February 22, 2012_______
 Schedule time with cooperating teacher to review Performance-Based Checklist next week.
Week Eight: __February 27, 2012______________
 Collect research project data. How is it looking?
 Review MIDTERM Performance-Based Checklist with your.cooperating teacher (this is
due to your university consultant now).
Week Nine: _March 5, 2012__________________
 Continue collecting data.
 Schedule a school observation?
March 12 – 16 is UNC’s Spring Break)
Week Ten : __March 19, 2012_______________
 Check Blackboard Assignment Number Four on __March 21, 2012__
Week Eleven: __March 26, 2012_____________
 Schedule a school observation?
 How is your research data looking?
Week Twelve: __April 2, 2012
 Check Blackboard Assignment Number Five on _April 4, 2012 __
 Begin timeline discussion for returning duties of classroom to cooperating teacher.
Week Thirteen: __April 9, 2012______
 Schedule a school observation?
 Begin schedule for returning duties of classroom to cooperating teacher.
Week Fourteen: __April 16, 2012____________
 Collate and interpret your data for your research project. Write your research PROJECT
SUMMARY AND REFLECTION (Note: the complete, corrected version will be due next
week!!!)
 Continue returning duties of classroom to cooperating teacher. This should be complete this
week.
 Schedule time with your cooperating teacher to review the FINAL Performance-Based Checklist
next week.
 Schedule a school observation?
Week Fifteen: __April 23, 2012______________
 Complete Research Project is due to your UC at the end of this week.
 Review Performance-Based Checklist with cooperating teacher. It is due this week.
 Complete written summaries of your six observations. These are due this week with the
Practicum Matrix
 Check Blackboard Assignment Number Six on __April 25, 2012___ (last one!)
Week Sixteen: __April 30, 2012______________
 Upload your complete research project into Safe Assign.
 Attend final practicum seminar on _ May 4, 2012 from 11:00 -1:30______________
 Graduate 5/5/12! 
Professional Disposition Qualities Rubric
On the following five pages you will find the Professional Disposition Qualities Rubric.
The teacher candidate and the cooperating teacher will each complete a copy of the
robric during the fifth week of the practicum (refer to the Practicum Timeline of
Activities document included in this handbook, Appendix A). After the teacher candidate
and the cooperating teacher complete the rubric, they should review the two
documents together. If there is a discrepancy in scoring between the two rubrics and/or
the teacher candidate receives scores in the unsatisfactory/developing areas, it is
required that a Professional Growth Plan (attached at the end of the rubric) be written
and implemented. The university consultant should be notified immediately of this
need for action and will be responsible for assisting in the writing and implementation
of the Professional Growth Plan. The teacher candidate will be expected to meet the
criteria established in the Professional Growth Plan by the end of the practicum
experience.
Professional Disposition Qualities (PDQ)
Teacher Candidate:
Date:
Please rate yourself/teacher candidate on the following form by selecting the column that you believe best
describes your/teacher candidate’s qualities.
Professional Behavior
Not
Applicable
Unacceptable
(1)
Appropriate
(2)
Advanced
(3)
Unacceptable
Appropriate
Advanced
Not
Applicable
Unacceptable
Appropriate
Advanced
Not
Applicable
28. Expects children and adolescents to learn and be successful
29. Motivates and engages children and adolescents in learning
30. Produces high quality work
31. Demonstrates initiative suitable to the context
32. Conveys confidence when interacting with students, peers, and/or
professionals in small group situations
33. Maintains professional boundaries with all individuals
34. Accepts evaluative feedback from peers and/or professionals
35. Collaborates effectively with peers
36. Considers all points of view and shows appreciation for diversity
37. Interacts positively with learners, including those from diverse
backgrounds
38. Is well-groomed
39. Dresses appropriately for the situation
40. Arrives on time
Comments:
Interpersonal/Intrapersonal Behavior
41. Reflects on own practices and behavior
42. Creates flexible learning environments to meet the needs of all learners
43. Monitors and changes behavior to improve teaching skills
44. Uses effective communication strategies to teach learners
45. Collaborates equally during group activities.
46. Contributes relevant information during group activities
47. Uses effective communication strategies when speaking with students,
families peers and professionals
48. Demonstrates high energy and enthusiasm when teaching
49. Demonstrates good judgment and discretion when interacting with peers
and professionals
50. Engages in the learning process
Comments:
Responsible Behavior
51. Maintains confidentiality of student information and records.
52. Conveys confidence when interacting with students, peers, and/or
professionals in large group situations
53. Prepares, organizes, and meets assignment due dates
54. Demonstrates enthusiasm for learning
Comments:
©Brewer, Lindquist, Altemueller 2011
School of Special Education
PROFESSIONAL GROWTH PLAN (to be used with the Teacher Candidate Dispositions Rubric)
TEACHER CANDIDATE NAME _________________________________
DATE __________________
Statement of issue or concern:
1.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern:
2.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern (List all below):
3.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Statement of issue or concern (List all below):
4.
What is the expected performance?
What support is needed to accomplish the expected performance?
Progress Review Dates: _______________ _______________ _______________ _______________ ______________
Comments:
Signatures:
_______________________________
Teacher Candidate
_______________________________
Cooperating Teacher
___________________________
University Consultant
Performance Based Checklist for
EDSE 444 MIDTERM REPORT
Teacher Candidate ___________________________________ Cooperating Teacher ____________________________________
Date _______________ Practicum Location_________________________________ Semester/Year ________________________
This practicum placement should reflect evidence of satisfactory knowledge and demonstration of the various competencies of the Teacher
Performance Standards 1-10. Please rate the teacher candidate’s performance according to the following scale: N/O = Not Observed; 1 =
Unacceptable; 2 = Weakness; 3 = Satisfactory; 4 = Strength (Place a √ in the appropriate column for each competency of Standards 1-10).
Performance Based Checklist for EDSE 444
Rubric
Not Observed
Unacceptable (1)
The competency has not
been observed by the
cooperating teacher or it
may not be available to
the teacher candidate in
the particular practicum
placement. (A comment is
required for this rating.)
The teacher candidate has
received feedback for
improvement regarding
the particular competency
but does not demonstrate
the skill.
Weakness (2)
Satisfactory (3)
The teacher candidate
understands the feedback
given for the particular
competency, but has not,
as yet, developed
proficiency in
demonstrating the skill.
The teacher candidate is
able to perform the
particular skill and is
developing at a
satisfactory level of
proficiency.
Strength (4)
The teacher candidate
demonstrates skill and
knowledge of the
competency. The teacher
candidate has a good
grasp of the concept and
applies it naturally.
There are a total of sixty nine (69) competencies within the ten (10) Teacher Performance Standards.
After scoring each competency of the Performance Based Checklist, tally the number of √s in each column and enter below. Add the total
number of √s for 3 and 4.
_____ _____ _____ _____
1
2
3
4
TOTAL of 3 + 4 =______ /number of competencies scored = _____ x 100 = _______%
(Circle One)
S
U
(> 85%)
(< 85%)
Standard One: Knowledge of Literacy. The special education teacher candidate shall be knowledgeable about student literacy, and the
development of reading, writing, speaking, viewing and listening skills. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD ONE
4
(CEC Standards: 4, 6, 7)
1.1 Plans and organizes reading instruction, based on ongoing student assessment
1.2 Uses knowledge of language and cognitive development, to guide instructional strategies.
1.6 Develops student phonological and linguistic skills related to reading (phonemic awareness; print; phonics, etc.) and
spelling instruction.
1.7 Develops reading comprehension skills (comprehension strategies; literary response and analysis; content area literacy;
and independent reading).
1.8 Increases the oral and written English language arts skills and proficiency (vocabulary and standard English;
punctuation, grammar; sentence structure; spelling; and an understanding of the relationship(s) between reading,
writing and oral language. Additionally, the teacher candidate:
1.5.1 Designs effective research-based instructional strategies and curricular approaches based on the unique
strengths and needs of students with disabilities, and
1.5.2 Incorporates Colorado Model Content Standards into strategies for teaching reading and writing.
Comments:
Standard Two: Knowledge of Mathematics. The special education teacher candidate shall be knowledgeable about mathematics and
mathematics instruction, and is able to assist content area teachers in developing students’ knowledge and skills in the use of number
systems, number sense, geometry, measurement, statistics, probability, mathematical functions and in the use of variables. The teacher
candidate:
N/O
ASSESSMENT
1
2
3
Comments:
4
COMPETENCIES OF STANDARD TWO
(CEC Standards: 4, 7)
2.2 Designs effective research-based instructional strategies and curricular approaches based on the unique strengths and
needs of students with disabilities.
2.2 Incorporates Colorado Model Content Standards into strategies for teaching mathematics.
Standard Three: Knowledge of Standards and Assessment. The special education teacher candidate shall be knowledgeable about
strategies, planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based
curriculum. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD THREE
4
(CEC Standards: 1, 2 , 6, 8, 9)
3.2 Develops, utilizes, and adapts a wide variety of non-biased informal/formal assessments, including rubrics.
3.4 Communicates with a variety of stakeholders about the strengths and limitations of formal and informal assessment
instruments; selects and uses these tools in screening, pre-referral, referral, and in the determination of eligibility for
special education; and to guide instruction.
3.4 Assesses, compares, and contrasts the effects of a wide variety of teaching strategies on student performance.
3.5 Utilizes assessment data in planning for standards-based instruction; and, is able to interpret these data to inform
appropriate special education instruction.
3.6 Provides effective verbal and written feedback to students, to guide and improve their academic performance, as related
to meeting content standards and IEP goals/objectives.
3.7 Prepares students for the Colorado Student Assessment Program (CSAP) and district literacy assessment.
3.8 Ensures that instruction is consistent with Colorado Model Content Standards; Colorado accreditation requirements and
school district objectives.
3.11 Collaborates with families and others to collect and report relevant background data and throughout the evaluation
process.
3.12 Uses effective communication skills to explain legal provisions, ethical principles, and basic terminology to relevant
stakeholders.
.
Comments:
Standard Four. Knowledge of Content. The special education teacher candidate is knowledgeable about the general academic content of,
and basic concepts related to: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education,
in order to assist the general classroom teacher with the accommodations necessary for students to learn in those content areas. The
teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FOUR
4
(CEC Standards: 1, 2, 4, 6)
4.1 Analyzes and uses research-based information with consultation and collaborative planning for instructional delivery to
students and other professionals.
4.2 Collaborates with other school professionals, families and students to assist learners in gaining access to needed
learning accommodations.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FOUR (Continued)
4.3 Supports student acquisition of Colorado Model Content Standards through accommodations with address the unique
strengths and needs of students with disabilities from a wide variety of cultures and socioeconomic backgrounds.
4.4 Assists content-area teachers in adapting and modifying curriculum and instruction to employ a wide variety of
approaches to support students in meeting content standards.
4.6 Assists the general classroom teacher with the incorporation of literacy and mathematics into content area instruction.
Comments:
Standard Five: Knowledge of Classroom and Instructional Management. The special education teacher candidate is knowledgeable
about classroom and instructional management including laws, policies and ethical principles and is able to demonstrate effective time
management, organization or materials, communication and accurate record-keeping. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FIVE
4
(CEC Standards: 3, 4, 5, 10)
5.8 Provides a safe and effective learning environment responsive to the physical social, cognitive, academic, linguistic,
cultural, and functional needs of student learners.
5.9 Collaborates with general classroom teachers about effective classroom management practices and organizational
techniques for students with varying instructional needs.
5.10 Determines specific learner needs and matches student strengths with appropriate curriculum and instructional delivery
strategies to encourage optimal learning.
5.11 Designs behavior plans that incorporate research-based instructional strategies to teach problem solving, conflict
resolution and social interaction skills.
5.12 Encourages students to be active self-advocates in their own educational planning, by teaching goal setting and goal
attainment skills.
5.13 Maintains adequate and appropriate data regarding student behavior, to determine whether student actions are a
manifestation of a disability, and/or to address such implications in the disciplinary process.
5.14 Applies consistent and fair disciplinary practices using effective research-based classroom management and organizational techniques, including the implementation of behavior support systems to match the needs of students.
5.9 Understands and applies crisis prevention and intervention strategies.
5.10 Identifies realistic expectations for personal and social behavior is various settings.
5.11 Collaborates with general classroom teachers to evaluate and match learner needs and strengths with appropriate
curriculum and instruction strategies.
5.12 Understands and implements a wide variety of effective research-based instructional strategies in order to raise the
academic performance level of students over time.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FIVE (Continued)
5.14 Collaborates with school and community media and resource specialists to instruct students on incorporating (e.g. how
to gain access to, retrieve, analyze, synthesize and evaluate information) information-gathering skills into curriculum
delivery.
5.15 Communicates effectively with families and guardians to involve them as partners in student learning, by providing
them with information about resources, and encouraging their efforts to support the learner.
5.16 Assists students in their transition from one setting or level to another, in collaboration with family and a variety of
stakeholders by assisting students in applying knowledge and skills to home, community and work-life.
5.18 Uses group problem solving skills to develop, implement and evaluate collaborative activities.
Comments:
Standard Six. Knowledge of Individualization of Instruction. The special education teacher candidate is knowledgeable about orientation
of instruction toward meeting student need(s); responsive to the needs and experiences students bring to the classroom, including those
based on culture, community, ethnicity, economics, linguistics and innate learning abilities; learning exceptionalities and conditions that
affect the rate and extent of student learning; and the adaptation of instruction for all learners. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD SIX
4
(CEC Standards: 2, 3, 4, 5, 6, 7, 10)
6.3 Incorporates and utilizes strategies that mitigate the influence of diversity on assessment, eligibility, programming and
placement of students with exceptional learning needs.
6.4 Assists in the design and/or modification of standards-based instructional delivery, in response to identified student
need, collaborates with other professionals to access services that meet the needs of learners and families from a
variety of cultures.
6.12 Follows procedures specified in state, federal and local regulation and policy, and identifies and provides pre-referral
interventions to determine the least restrictive learning environment for a student, as determined by the special
education assessment process.
6.13 Understands history and foundations of federal, state, and local policy and the impact on the practice of legal
requirement that provide the basis for special education.
6.14 Communicates to a variety of stakeholders about the rights, responsibilities and procedural safeguards inherent in due
process rights, as related to assessment, eligibility and placement.
6.15 Makes ethical decisions with regard to pre-referral, referral, identification, assessment, instructional and service
delivery for students in special education.
6.16 Coordinates, schedules, and supervises para-educators to ensure that students’ education programs are implemented
effectively.
N/O
1
2
3
4
COMPETENCIES OF STANDARD SIX (Continued)
6.17 Collaborates with parents, students and other education professionals to develop and implement individualized
education programs related to student education, behavior, and transition—including measurable goals/objectives and
adaptations based on student need.
6.18 Collects and incorporates student achievement data into the development of Individualized Education Programs
(IEPs) and student’s progress reports.
6.19 Consults with appropriate professionals regarding specific medical conditions/medications in terms of the effect on a
student’s learning/behavior.
Comments:
Standard Seven. Knowledge of Technology. The special education teacher candidate is knowledgeable about and skilled in technology to
support instruction and enhance learning. The teacher candidate:
N/O
ASSESSMENT
1
2
3
Comments
COMPETENCIES OF STANDARD SEVEN
4
(CEC Standards: 4, 5, 7, 8, 10)
7.2 Provides assistance to the general classroom teacher with regard to multiple use(s) of technology in the delivery of
standards-based instruction.
7.3 Utilizes technology to manage student education plans and to communication relevant information to stakeholders.
7.5 Ensures instruction and support of students with disabilities in their use of technology skills.
Standard Eight. Knowledge of Democracy, Educational Governance and Careers in Teaching. The special education teacher candidate is
knowledgeable about the relationship of education to democracy, including, but not limited to: the school’s role in teaching and
perpetuating a democratic system of government, educational governance; careers in teaching; the relationship(s) between the various
governmental entities which create laws, rules, regulations and policies that determine education and special education practices. The
teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD EIGHT
4
8.1
8.2
8.4
8.5
(CEC Standard: 9)
Models and articulates democratic ideals of productive citizenship to students and other stakeholders.
Effectively addresses in planning influences which affect educational practice, including, but not limited to:
8.2.3
federal and state constitutional provisions, executive, legislative, legal and school/district policies;
8.2.4
the roles of elected officials, the public sector and advocacy groups in policy-making necessary to personal,
family and community well-being.
Promotes teaching as a worth career and describes the wide variety of career paths in education.
Evaluates his/her own performance and accesses the professional development options necessary to improve that
performance.
Comments:
Standard Nine. Knowledge of Diversity. The special education teacher candidate creates an inclusive environment for all students by
drawing upon representations from students’ experiences, knowledge and beliefs. The teacher candidate:
N/O
ASSESSMENT
1
2
3
Comments;
COMPETENCIES OF STANDARD NINE
4
(CEC Standards: 1, 3, 6, 9)
9.1 Recognizes and understands how students differ from one another:
9.1.4
Understands issues in definition and identification of individuals with exceptional learning needs, those from
culturally and linguistically diverse groups, various religious backgrounds and/or other non-dominate groups.
9.1.5
Appreciates variations in beliefs, traditions, history and values across and within cultures and their effects on
relationships among individuals with exceptional needs, family and schooling.
9.1.6
Is aware of the effects of cultural and linguistic differences on the growth and development of individuals
with exceptional needs
9.4 Recognizes how ones’ own culture, behavior, language and personal biases can affect one’s teaching and can lead to
misunderstanding in a culturally diverse environment.
9.5 Recognizes how the dominant culture shapes schools and individuals.
Standard Ten. Knowledge of Professional Behavior. The special education teacher candidate conducts him/herself in a professional
manner. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD TEN
4
(CEC Standards: 1, 9)
10.1 Uses effective models and strategies of consultation, collaboration and communication with students, colleagues,
parents and the community.
10.2 Models appropriate professional behavior including dress, demeanor, and initiative.
10.3 Applies legal and ethical practices of teaching and ethical responsibility to advocate to appropriate services for
individuals with disabilities.
10.5 Maintains confidential communication about individuals with exceptional learning needs.
10.6 Reflects on and evaluates one’s practices obtaining assistance as needed.
10.8 Demonstrates commitment to developing the highest education and quality-of-life potential of individuals with
exceptional learning needs.
Comments:
____________________________________
Cooperating Teacher Signature
__________________
Date
____________________________________
Teacher Candidate Signature
__________________
Date
____________________________________
University Consultant Signature
__________________
Date
Performance Based Checklist for
EDSE 444 FINAL REPORT
Teacher Candidate ___________________________________ Cooperating Teacher ____________________________________
Date _______________ Practicum Location_________________________________ Semester/Year ________________________
This practicum placement should reflect evidence of satisfactory knowledge and demonstration of the various competencies of the Teacher
Performance Standards 1-10. Please rate the teacher candidate’s performance according to the following scale: N/O = Not Observed; 1 =
Unacceptable; 2 = Weakness; 3 = Satisfactory; 4 = Strength (Place a √ in the appropriate column for each competency of Standards 1-10).
Performance Based Checklist for EDSE 444
Rubric
Not Observed
Unacceptable (1)
The competency has not
been observed by the
cooperating teacher or it
may not be available to
the teacher candidate in
the particular practicum
placement. (A comment is
required for this rating.)
The teacher candidate has
received feedback for
improvement regarding
the particular competency
but does not demonstrate
the skill.
Weakness (2)
Satisfactory (3)
The teacher candidate
understands the feedback
given for the particular
competency, but has not,
as yet, developed
proficiency in
demonstrating the skill.
The teacher candidate is
able to perform the
particular skill and is
developing at a
satisfactory level of
proficiency.
Strength (4)
The teacher candidate
demonstrates skill and
knowledge of the
competency. The teacher
candidate has a good
grasp of the concept and
applies it naturally.
There are a total of sixty nine (69) competencies within the ten (10) Teacher Performance Standards.
After scoring each competency of the Performance Based Checklist, tally the number of √s in each column and enter below. Add the total
number of √s for 3 and 4.
_____ _____ _____ _____
1
2
3
4
TOTAL of 3 + 4 =______ /number of competencies scored = _____ x 100 = _______%
(Circle One)
S
U
(> 85%)
(< 85%)
Standard One: Knowledge of Literacy. The special education teacher candidate shall be knowledgeable about student literacy, and the
development of reading, writing, speaking, viewing and listening skills. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD ONE
4
(CEC Standards: 4, 6, 7)
1.1 Plans and organizes reading instruction, based on ongoing student assessment
1.2 Uses knowledge of language and cognitive development, to guide instructional strategies.
1.9 Develops student phonological and linguistic skills related to reading (phonemic awareness; print; phonics, etc.) and
spelling instruction.
1.10 Develops reading comprehension skills (comprehension strategies; literary response and analysis; content area literacy;
and independent reading).
1.11 Increases the oral and written English language arts skills and proficiency (vocabulary and standard English;
punctuation, grammar; sentence structure; spelling; and an understanding of the relationship(s) between reading,
writing and oral language. Additionally, the teacher candidate:
1.5.1 Designs effective research-based instructional strategies and curricular approaches based on the unique
strengths and needs of students with disabilities, and
1.5.2 Incorporates Colorado Model Content Standards into strategies for teaching reading and writing.
Comments:
Standard Two: Knowledge of Mathematics. The special education teacher candidate shall be knowledgeable about mathematics and
mathematics instruction, and is able to assist content area teachers in developing students’ knowledge and skills in the use of number
systems, number sense, geometry, measurement, statistics, probability, mathematical functions and in the use of variables. The teacher
candidate:
N/O
ASSESSMENT
1
2
3
Comments:
4
COMPETENCIES OF STANDARD TWO
(CEC Standards: 4, 7)
2.3 Designs effective research-based instructional strategies and curricular approaches based on the unique strengths and
needs of students with disabilities.
2.2 Incorporates Colorado Model Content Standards into strategies for teaching mathematics.
Standard Three: Knowledge of Standards and Assessment. The special education teacher candidate shall be knowledgeable about
strategies, planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based
curriculum. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD THREE
4
(CEC Standards: 1, 2 , 6, 8, 9)
3.2 Develops, utilizes, and adapts a wide variety of non-biased informal/formal assessments, including rubrics.
3.5 Communicates with a variety of stakeholders about the strengths and limitations of formal and informal assessment
instruments; selects and uses these tools in screening, pre-referral, referral, and in the determination of eligibility for
special education; and to guide instruction.
3.4 Assesses, compares, and contrasts the effects of a wide variety of teaching strategies on student performance.
3.5 Utilizes assessment data in planning for standards-based instruction; and, is able to interpret these data to inform
appropriate special education instruction.
3.6 Provides effective verbal and written feedback to students, to guide and improve their academic performance, as related
to meeting content standards and IEP goals/objectives.
3.7 Prepares students for the Colorado Student Assessment Program (CSAP) and district literacy assessment.
3.8 Ensures that instruction is consistent with Colorado Model Content Standards; Colorado accreditation requirements and
school district objectives.
3.13 Collaborates with families and others to collect and report relevant background data and throughout the evaluation
process.
3.14 Uses effective communication skills to explain legal provisions, ethical principles, and basic terminology to relevant
stakeholders.
.
Comments
Standard Four. Knowledge of Content. The special education teacher candidate is knowledgeable about the general academic content of,
and basic concepts related to: civics, economics, foreign language, geography, history, science, music, visual arts, and physical education,
in order to assist the general classroom teacher with the accommodations necessary for students to learn in those content areas. The
teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FOUR
4
(CEC Standards: 1, 2, 4, 6)
4.1 Analyzes and uses research-based information with consultation and collaborative planning for instructional delivery to
students and other professionals.
4.2 Collaborates with other school professionals, families and students to assist learners in gaining access to needed
learning accommodations.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FOUR (Continued)
4.3 Supports student acquisition of Colorado Model Content Standards through accommodations with address the unique
strengths and needs of students with disabilities from a wide variety of cultures and socioeconomic backgrounds.
4.4 Assists content-area teachers in adapting and modifying curriculum and instruction to employ a wide variety of
approaches to support students in meeting content standards.
4.6 Assists the general classroom teacher with the incorporation of literacy and mathematics into content area instruction.
Comments:
Standard Five: Knowledge of Classroom and Instructional Management. The special education teacher candidate is knowledgeable
about classroom and instructional management including laws, policies and ethical principles and is able to demonstrate effective time
management, organization or materials, communication and accurate record-keeping. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD FIVE
4
(CEC Standards: 3, 4, 5, 10)
5.15 Provides a safe and effective learning environment responsive to the physical social, cognitive, academic, linguistic,
cultural, and functional needs of student learners.
5.16 Collaborates with general classroom teachers about effective classroom management practices and organizational
techniques for students with varying instructional needs.
5.17 Determines specific learner needs and matches student strengths with appropriate curriculum and instructional delivery
strategies to encourage optimal learning.
5.18 Designs behavior plans that incorporate research-based instructional strategies to teach problem solving, conflict
resolution and social interaction skills.
5.19 Encourages students to be active self-advocates in their own educational planning, by teaching goal setting and goal
attainment skills.
5.20 Maintains adequate and appropriate data regarding student behavior, to determine whether student actions are a
manifestation of a disability, and/or to address such implications in the disciplinary process.
5.21 Applies consistent and fair disciplinary practices using effective research-based classroom management and organizational techniques, including the implementation of behavior support systems to match the needs of students.
5.9 Understands and applies crisis prevention and intervention strategies.
5.10 Identifies realistic expectations for personal and social behavior is various settings.
5.11 Collaborates with general classroom teachers to evaluate and match learner needs and strengths with appropriate
curriculum and instruction strategies.
5.12 Understands and implements a wide variety of effective research-based instructional strategies in order to raise the
academic performance level of students over time.
N/O
1
2
3
4
COMPETENCIES OF STANDARD FIVE (Continued)
5.14 Collaborates with school and community media and resource specialists to instruct students on incorporating (e.g. how
to gain access to, retrieve, analyze, synthesize and evaluate information) information-gathering skills into curriculum
delivery.
5.15 Communicates effectively with families and guardians to involve them as partners in student learning, by providing
them with information about resources, and encouraging their efforts to support the learner.
5.16 Assists students in their transition from one setting or level to another, in collaboration with family and a variety of
stakeholders by assisting students in applying knowledge and skills to home, community and work-life.
5.18 Uses group problem solving skills to develop, implement and evaluate collaborative activities.
Comments:
Standard Six. Knowledge of Individualization of Instruction. The special education teacher candidate is knowledgeable about orientation
of instruction toward meeting student need(s); responsive to the needs and experiences students bring to the classroom, including those
based on culture, community, ethnicity, economics, linguistics and innate learning abilities; learning exceptionalities and conditions that
affect the rate and extent of student learning; and the adaptation of instruction for all learners. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD SIX
4
(CEC Standards: 2, 3, 4, 5, 6, 7, 10)
6.5 Incorporates and utilizes strategies that mitigate the influence of diversity on assessment, eligibility, programming and
placement of students with exceptional learning needs.
6.6 Assists in the design and/or modification of standards-based instructional delivery, in response to identified student
need, collaborates with other professionals to access services that meet the needs of learners and families from a
variety of cultures.
6.20 Follows procedures specified in state, federal and local regulation and policy, and identifies and provides pre-referral
interventions to determine the least restrictive learning environment for a student, as determined by the special
education assessment process.
6.21 Understands history and foundations of federal, state, and local policy and the impact on the practice of legal
requirement that provide the basis for special education.
6.22 Communicates to a variety of stakeholders about the rights, responsibilities and procedural safeguards inherent in due
process rights, as related to assessment, eligibility and placement.
6.23 Makes ethical decisions with regard to pre-referral, referral, identification, assessment, instructional and service
delivery for students in special education.
6.24 Coordinates, schedules, and supervises para-educators to ensure that students’ education programs are implemented
effectively.
N/O
1
2
3
4
COMPETENCIES OF STANDARD SIX (Continued)
6.25 Collaborates with parents, students and other education professionals to develop and implement individualized
education programs related to student education, behavior, and transition—including measurable goals/objectives and
adaptations based on student need.
6.26 Collects and incorporates student achievement data into the development of Individualized Education Programs
(IEPs) and student’s progress reports.
6.27 Consults with appropriate professionals regarding specific medical conditions/medications in terms of the effect on a
student’s learning/behavior.
Comments:
Standard Seven. Knowledge of Technology. The special education teacher candidate is knowledgeable about and skilled in technology to
support instruction and enhance learning. The teacher candidate:
N/O
ASSESSMENT
1
2
3
Comments
COMPETENCIES OF STANDARD SEVEN
4
(CEC Standards: 4, 5, 7, 8, 10)
7.3 Provides assistance to the general classroom teacher with regard to multiple use(s) of technology in the delivery of
standards-based instruction.
7.3 Utilizes technology to manage student education plans and to communication relevant information to stakeholders.
7.5 Ensures instruction and support of students with disabilities in their use of technology skills.
Standard Eight. Knowledge of Democracy, Educational Governance and Careers in Teaching. The special education teacher candidate is
knowledgeable about the relationship of education to democracy, including, but not limited to: the school’s role in teaching and
perpetuating a democratic system of government, educational governance; careers in teaching; the relationship(s) between the various
governmental entities which create laws, rules, regulations and policies that determine education and special education practices. The
teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD EIGHT
4
(CEC Standard: 9)
8.1 Models and articulates democratic ideals of productive citizenship to students and other stakeholders.
8.2 Effectively addresses in planning influences which affect educational practice, including, but not limited to:
8.2.5
federal and state constitutional provisions, executive, legislative, legal and school/district policies;
8.2.6
the roles of elected officials, the public sector and advocacy groups in policy-making necessary to personal,
family and community well-being.
8.4 Promotes teaching as a worth career and describes the wide variety of career paths in education.
8.5 Evaluates his/her own performance and accesses the professional development options necessary to improve that
performance.
Comments:
Standard Nine. Knowledge of Diversity. The special education teacher candidate creates an inclusive environment for all students by
drawing upon representations from students’ experiences, knowledge and beliefs. The teacher candidate:
N/O
ASSESSMENT
1
2
3
Comments:
COMPETENCIES OF STANDARD NINE
4
(CEC Standards: 1, 3, 6, 9)
9.1 Recognizes and understands how students differ from one another:
9.1.7
Understands issues in definition and identification of individuals with exceptional learning needs, those from
culturally and linguistically diverse groups, various religious backgrounds and/or other non-dominate groups.
9.1.8
Appreciates variations in beliefs, traditions, history and values across and within cultures and their effects on
relationships among individuals with exceptional needs, family and schooling.
9.1.9
Is aware of the effects of cultural and linguistic differences on the growth and development of individuals
with exceptional needs
9.4 Recognizes how ones’ own culture, behavior, language and personal biases can affect one’s teaching and can lead to
misunderstanding in a culturally diverse environment.
9.5 Recognizes how the dominant culture shapes schools and individuals.
Standard Ten. Knowledge of Professional Behavior. The special education teacher candidate conducts him/herself in a professional
manner. The teacher candidate:
N/O
ASSESSMENT
1
2
3
COMPETENCIES OF STANDARD TEN
4
(CEC Standards: 1, 9)
10.1 Uses effective models and strategies of consultation, collaboration and communication with students, colleagues,
parents and the community.
10.2 Models appropriate professional behavior including dress, demeanor, and initiative.
10.3 Applies legal and ethical practices of teaching and ethical responsibility to advocate to appropriate services for
individuals with disabilities.
10.5 Maintains confidential communication about individuals with exceptional learning needs.
10.6 Reflects on and evaluates one’s practices obtaining assistance as needed.
10.8 Demonstrates commitment to developing the highest education and quality-of-life potential of individuals with
exceptional learning needs.
Comments:
____________________________________
Cooperating Teacher Signature
__________________
Date
____________________________________
Teacher Candidate Signature
__________________
Date
____________________________________
University Consultant Signature
__________________
Date
Thank you for hosting a UNC- School of
Special Education teacher candidate this
semester!