INTEGRATED BACHELORS/MASTERS (IB/M)
FINAL STUDENT TEACHING EVALUATION: SPECIAL EDUCATION
MAY 2013
Students in their senior year of the IB/M program participate in their student teaching experience during
the spring semester. A three-member team – including the student, cooperating teacher, and the
university supervisor – discusses each student’s performance. On behalf of the team, the university
supervisor completes the student teaching evaluation form using an online application system (i.e.,
Checkbox). The purpose of this report is to summarize the results of these final evaluations. A brief
narrative, tables/graphs with quantitative information, and verbatim comments are provided. On the
reproduced feedback, all references to names have been omitted to maintain anonymity.
Some of the highlighted findings of the report appear below:
 Collectively, the 18 Special Education teacher candidates were placed across grade levels Pre K 12.
 The most common areas of instruction that were observed by students were: General Education
Curriculum: English/Language Arts, General Education Curriculum: Mathematics, Cognitive
Strategies: Acquisition (Reading), and Cognitive Strategies: Expression (Writing)
 100% of the students Exceeded expectations or Met expectations on every clinical evaluation
criterion
1
Grade Level Placement (Check all that apply)
Answer
Pre K
K
1
2
3
4
5
6
7
8
11
12
Count
1
8
7
9
5
3
2
3
4
3
1
1
Percent
2.13%
17.02%
14.89%
19.15%
10.64%
6.38%
4.26%
6.38%
8.51%
6.38%
2.13%
2.13%
Typical size of group (Check all that apply)
16 Responses
Answer
1-3
4-6
10-12
19-21
22-24
Other
Count
5
7
1
2
3
5
Percent
27.78%
38.89%
5.56%
11.11%
16.67%
27.78%
Typical number of paraprofessionals worked with
18 Responses
Answer
0
1
2
3
4
5
6 or more
Other
Count
3
6
2
2
1
2
1
1
Percent
16.67%
33.33%
11.11%
11.11%
5.56%
11.11%
5.56%
5.56%
2
Number of formal observations by university supervisor (Check one)
18 Responses
Answer
4
Count
18
Percent
100.00%
Classifications of students encountered (Check all that apply)
18 Responses
Answer
Attention Deficit Disorder (ADD)
Count
16
Percent
13.33%
Autism Spectrum Disorder (ASD)
14
11.67%
Communication Disorders
5
4.17%
Developmental Delays
3
2.50%
Emotional/Behavioral Disorders (EBD)
7
5.83%
Mental Retardation/Intellectual Disability (MR)
8
6.67%
Multiple Disabilities
6
5.00%
Orthopedic Impairments
2
1.67%
Other Health Impairments (OHI)
14
11.67%
Specific Learning Disabilities
17
14.17%
Speech and Language Disorders
13
10.83%
Traumatic Brain Injury (TBI)
2
1.67%
Visual Impairments
1
0.83%
General Education
11
9.17%
Descriptions of areas of instruction observed (Check all that apply)
12 Responses
Answer
Count
15
Percent
19.23%
General Education Curriculum: Mathematics
14
17.95%
General Education Curriculum: Science
1
1.28%
Cognitive Strategies: Acquisition (Reading)
12
15.38%
Cognitive Strategies: Storage (Remembering)
7
8.97%
Cognitive Strategies: Expression (Writing)
11
14.10%
Cognitive Strategies: Self-assessment, problem solving
4
5.13%
Cognitive Strategies: Communication skills
3
3.85%
Behavioral Curriculum
5
6.41%
General Education Curriculum: English/Language Arts
3
Functional Curriculum: Self-determination
2
2.56%
Functional Curriculum: Life skills
4
5.13%
Other
15
19.23%
Physically prepare space and materials needed to deliver instruction
18 Responses
Exceeds
expectations
11
(61.11%)
11
(61.11%)
8
(44.44%)
11
(61.11%)
Lesson Preparation
Learning Environment
Technology Facilitation
Lesson Preparation
Meets
expectations
7
(38.89%)
7
(38.89%)
10
(55.56%)
7
(38.89%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "physically prepare space and materials needed to deliver instruction"
18 Responses
Lessons are prepared well in advance.
Student continues to design lessons of high quality based on information from IEPs, 504 Plans, daily work and
observations. She presents interesting and detailed lessons which address student needs. Student has been
prepared for all of her lessons. Her materials are organized and readily accessible. Student has explored the use of
the i-pad for a student identified with an ID. She used the computer to present a video on pandas. She has become
familiar with Lexia and Read Naturally.
Student has used a "Better Lessons" website with her co teacher for planning and modifying curriculum in the co
taught classes
Student has increased her skills in lesson planning across a wide range of skills and student needs. She continues to
ask for help. She is essentially working as an independent teacher. Time management has increased and exceeds
expectations
Student has physically prepared her space and materials in an excellent manner. There
Student's lesson plans are prepared for a week at a time as meets the school requirements. All materials are
prepared and readily available for students as they enter the resource room
The opportunities for use of technology were limited in this setting.
Student's lessons are planned for both resource and co taught classes. The Smart Board was used in the co taught
class to give additional visual support for the students
4
Has begun to incorporate a variety of different learning activities and objectives into his planning. Confidence has
improved tremendously and this shows in the delivery of his lessons.
Student continues to design and implement lessons of high quality that meet the specific needs of her students.
Student is very conscientious.
Lessons continued to be prepared with careful attention to detail and appropriate modifications. Student had
materials prepared during observed lessons. She had the schedule and plans, including examples needed, written
on the board prior to the start of the lesson. She had all necessary student paperwork, independent practice
problems and homework, ready to go at the start of the lesson.
Student was prepared with lessons and materials for working with students both in the general ed. classroom and in
a small group setting.
Materials prepared and readily available for students. Technology incorporated both for instruction and for
behavior purposes.
Initiates search for appropriate websites to use in planning/instructing. Uses alternative augmentive technology.
Always prepared and organized. Large and small group instruction, as well as individual instruction. Always
considers IEP goals and curriculum requirements.
Student has demonstrated excellent planning and flexibility for various learning environments.
Cooperating teacher: Student has prepared individualized materials for every lesson at least a week in advance.
In the co taught class a routine has been established so that students take responsibility for picking up their
materials from a designated place and an agenda is posted with the day's objectives. In the resource room, students
use a computer based Lexia program
Cooperating teacher: Student has provided students with comprehensive instructional planning and has taught in a
variety of learning environments. University supervisor: Student has used instructively technology very effectively to
engage her students and promote/reinforce desired learning outcomes.
Design lesson plans to provide all learners access to the general curriculum
18 Responses
Writes Objectives
Selects Critical Content
Identifies Relationships in Content
Analyzes Critical Content
Exceeds
expectations
14
(77.78%)
10
(55.56%)
6
(33.33%)
10
(55.56%)
Meets
expectations
4
(22.22%)
8
(44.44%)
12
(66.67%)
8
(44.44%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
5
Additional comments on "design lesson plans to provide all learners access to the general curriculum"
15 Responses
Student writes comprehensive objectives. They relate to the CT Common Core standards and reflect the IEP
objectives of students.
In the co taught classes, Student includes modest accommodations to the general curriculum for her sped students
so that they are totally uncluded in the lessons.
Write s four part objectives. Student will investigate and consult with general and special education teachers to fill
in knowledge gaps. Student will analyze recommendations and practices.
Student designed lessons that were aligned with general ed core standards even when the skills addressed were at
a different grade level..
Student included IEP objective for one student which was specifically addressed in the small small group lesson.
Objectives included method of assessment and are aligned with the fifth grade curriculum
Student's lesson planning improved greatly over the semester. She was able to select appropriate curriculum, and
write observable objectives for both the group and the individual.
Student's lesson plans include a description of the students in the group and the relevance of the lesson to the
students' success in the general education curriculum.
Creates activities that are enjoyable for students. Much improved in relating lesson content to the specific topic
being studied.
Over the course of the semester Student became very proficient at writing strong lesson plans that were guided by
the general curriculum, with observable and measurable outcomes.
In-depth. Inclusive. Plans include common core standards- always aligned. Lessona presented are modified from
general education curriculum.
Objectives are specific and assessable. CMT checklist - used for instructing. Common Core and IEP goals involved in
lesson design/content choice. Current lesson information/results are used to plan future lessons.
Student has increased his knowledge of scope and sequences and general education standards and is applying a
more long range vision to his planning.
Cooperating teacher: Student has been engaged in a comprehensive, ongoing effort to meet the changing learning
needs of her students, particularly one student with multiple accommodations. University supervisor: In many
respects, I consider this a strength area for Student.
In the co taught class, mixed ability grouping and priority seating are used to assure the included students are able
to participate in the general education classes at their individual level. CFA's are used to determine the students
current level
Cooperating teacher: Student can develop a scope and sequence of skills in reading and this was most evidenced
with the progress her students made under her tutelage. University supervisor: Student has learned to write well
thought out, clear and complete lesson objectives, and equally importantly, understands the importance
of/rationale for doing so.
6
Modify lesson plans to address needs of students with disabilities
18 Responses
Selects Critical Content
Aligns Lesson Plan to IEP/504 Plan
Integrates Affective, Social, and Life Skills
Uses Developmentally Appropriate Activities
Adapts Lessons to Individuals
Exceeds
expectations
9
(50.00%)
13
(72.22%)
10
(55.56%)
15
(83.33%)
15
(83.33%)
Meets
expectations
9
(50.00%)
5
(27.78%)
8
(44.44%)
3
(16.67%)
3
(16.67%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "modify lesson plans to address needs of students with disabilities"
18 Responses
Student regularly consults students' IEP objectives to guide her planning. Using a variety of data, such as IEPs, 504
plans, daily work, test results, and classroom observations, Student designs lessons that address students'
strengths and weaknesses.
Student easily integrates critical content from the general ed curriculum. She has selected materials that
appropriately address social skills. An example of this is a book, Bug Head and Me, which deals with bullying.
Student has gained a better understanding of receptive vs. expressive language which impacted how she asked
questions.
Student has effectively adapted lessons and activities for both ELL and sped students in the co taught classes. In
the teacher prep studies classes, Student has designed lessons that enable students to transfer their learning to
their work with younger students.
Student is developing knowledge of the large scope of curriculum and skills.
Lessons were adapted according to IEP goals and objectives, student strengths and weaknesses.
Lessons for the Kindergarten group are based on K standards for literacy, are directly aligned to students' IEPs by
group design and are developmentally appropriate.
Student did an excellent job of aligning the lessons with the IEP/504 plans. Her activities and assignments were
well thought out and developmentally appropriate.
In the rssource room, Student was observed to begin the lesson with an individualized activity specifically designed
for each student based on their level. During reading, she encourages students to make text to self connections to
aid in their comprehension.
Activities involved are appropriate to the developmental and interest level of the students. Learning to adapt
7
lessons for individual students with with CT suggestions and support.
In my observations, it was apparent that Student selected relevant material to align instruction to student IEPs and
504Plans. Student is consistently well prepared with thoughtfully and thoroughly designed lessons. Her lessons are
based on the Common Core State Standards and differentiated based on individual student's IEPs. By initiating
contacts with classroom teachers, Student plans and paces instruction to support student work within the
mainstream.
Student became very adept at modifying classroom assignments for her students. She is so in-tune to specific
needs and learning levels of her students, that she was able to skillfully make changes on the spot.
Student worked with a variety of students and was able to adapt her lessons to prioritize content for the individual
student and aligned her lessons with IEP goals when appropriate. She used developmentally appropriate activities
that engaged her students.
All modifications are noted in plans. Frequent hands-on activities with manipulatives. Activities are
developmentally appropriate and diverse. Activities are aligned with general education classroom curriculum.
Strong connection to IEPs. Life Skills curriculum an important factor with this group of students. Always thinking:
How can I make this work for my group of students? How can I make them successful? Instruction diffentiated
based on individual student needs. Material necessarily adapted to the many different learning styles of students
in this classroom.
Student has successfully developed and implemented social skills stories for a student with autism. He has workd
successfully to create modified lessons for all students in order to address the common standards.
Cooperating teacher: Student has shown an increased ability to do this before and during lessons, e.g., carefully
scaffolding comprehension questions for guided reading that support higher level thinking
In the resource groups, the Jamestown and Lexia programs serve to align instruction with individual student IEP's
Cooperating teacher: There has been a natural progression to Student's teaching, as she has made her instruction
developmentally appropriate and fun.
Maintain a structured learning environment
18 Responses
Manages Classroom Routines
Creates a Positive Atmosphere
Plans Transitions
Exceeds
expectations
13
(72.22%)
14
(77.78%)
14
(77.78%)
Meets
expectations
5
(27.78%)
4
(22.22%)
4
(22.22%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
8
Additional comments on "maintain a structured learning environment"
15 Responses
Student developed a greater awareness of time management and the pacing of lessons. As a result, transitions
were smoother.
Student greets students as they enter the room to help ensure a smooth transition form one class to the next.
within the co taught class, she follows established routines efficiently.
Student is very organized and maintains a structure learning environment through behavior management and
excellelnt lesson planning and implemenation.
Manages routines, transitions and maintains a positive and nuturing environment. Student feels that she has
gained more confidence with management.
Student continues to follow the behavior plan in place. Transitions are facilitated by reviewing the agenda for
each step of the lesson
Students positive attitude and tone created a safe and comfortable environment for the students. She was
always well organized and prepared to move from one activity to another.
Student follows established routines and manages transitions from one activity to the next as well as from one
classroom to the next throughout the day.
Positive and supportive classroom offering active participation - a real strength for Student.
Student made efforts to ensure a highly structured atmosphere during observed lessons. As previously stated,
she always had the schedule for the day/period written on the board, then reviewed it orally with the students at
the start of class.
Student did an excellent job transitioning from one activity to another within her lessons. As she became more
comfortable and confident she did a good job of managing routines and creating a positive and supportive
atmosphere for her students to learn.
A strength for Student. Utilizes Whole Body Listening criteria in all lessons. Expectations are explicitly stated both academic and behaviorial. Active participation is expected and encouraged in all activities.
Many different students and paras so many different routines and transitions on a daily basis. Positive and
supportive classroom atmosphere - consistently.
Student was put to the test, during the CMT testing. His lesson structure supports and facilitates learning
expectations.
Both cooperating teacher and university supervisor have observed tremendous improvement re these
professional practices
Student routinely greets students at the door as they enter and reminds them of the expectations for following
the established routine
9
Use a small number of positively stated expectations
18 Responses
Behavior Expectations
Exceeds
expectations
16
(88.89%)
Meets
expectations
2
(11.11%)
Below
expectations
0
(0.00%)
Additional comments on "use a small number of positively stated expectations"
13 Responses
Behavior plans were designed that provided a structured environment for students. They were consistently
maintained.
Student routinely states expectations and models them for students, one to
Student created the behavioral expectations with the students was very helpful and successful.
Student uses a posted list of expectations which she reviews at the beginning of each lesson andpoints to as a way
of reminding students of expected behavior
Student has established a point system to use in the resource room. Expectations for earning points and what the
rewards will be are clearly established and reviewed.
Behavior expectations are stated - explained - modeled - monitored through-out all lessons. Again - a strength for
Student.
At each of my observations, I have noted that Student clearly outlined academic and behavioral expectations as
she began her classes.
Again - a strength for Student. Expectations are explicitly stated - academic and behaviorial. Praise is specific and
provides redirection.
Values each and every student and what they bring to the classroom. Specific praise - even when having to point
out a negative.
There was significant growth in this area through utilizing feedback and reflection.
Cooperating teacher: Student has designed several behavioral programs specific for student needs.
Student is consistently positive in stating and modeling behavioral expectations
cooperating teacher: Student behaviors are repeatedly reviewed upon and behavioral expectations fully outlined.
Reinforce appropriate behavior
17 Responses
Reinforce Appropriate Behavior
Exceeds
expectations
12
(70.59%)
Meets
expectations
5
(29.41%)
Below
expectations
0
(0.00%)
10
Additional comments on "reinforce appropriate behavior"
10 Responses
Praise and positive reinforcement were consistently employed.
While students are working independently, Student circulates around the room giving one to one feedback to
students.
Student has demonstrated excellent development of behavior implementation. She has developed a BIP and
demonstrated the strategies for para professionals.
Student continues to use praise and redirection effectively in conjunction with the posted expectations.
Student knows her students very well and is specific in giving contingent praise.
Working on providing consistent descriptive feedback to students. Working on keeping track of praise and
consequences (PBIS).
This is an area that Student improved over the course of the semester. During that time she became more
consistent in giving her students praise for their behaviors.
Utilizes Whole Body Listening as well as a dot chart system to reinforce behavior. Done both individually and as a
whole group. Praise provides redirection.
Student is continuing to develop his skill.
Student uses a mix of general and specific praise during the lesson to reinforce positive behavior.
Respond to inappropriate behavior
18 Responses
Manages Disruptive Behavior
Demonstrates Fairness and Consistency
Exceeds
expectations
13
(72.22%)
13
(72.22%)
Meets
expectations
5
(27.78%)
5
(27.78%)
Below
expectations
0
(0.00%)
0
(0.00%)
Additional comments on "respond to inappropriate behavior”
16 Responses
Student used clear expectations, set consequences and would follow through.
Student is very skilled working with students with behavioral control deficits.
Even when the students were behaviorally challenging, Student maintained a positive, calm approach to discipline.
She also used good strategies to redirect the student to the lesson.
Student uses positive redirection coupled with the reward system to keep students on task.
11
Sometimes inconsistent in following through with stated discipline. Fair in focusing on student behavior - not on the
personality of the student.
I have observed Student reinforcing appropriate behavior throughout her lessons. She remains calm, but firm, and
redirects students with success.
Student reviewed the social contract and behavioral expectations, with student participation, at the beginning of
class, and referred back to it as needed throughout the lesson.
Student was always consistent and fair when handing student behaviors. She focused on the behavior and never the
student.
Fair and consistent in response to inappropriate behavior with diverse groups of students in terms of needs and
expectations.
Fair and consistent with all students. Has learned to use subtle reminders for students. BIP plans in place and
utilized with necessary frequency.
Student is fair and consistent in her responses to inappropriate behavior;
Implement individualized behavior strategies for students with disabilities
18 Responses
Implements Behavior Intervention Plan and Positive
Behavior Supports
Uses Least Intensive Management Strategy
Exceeds
expectations
12
(66.67%)
8
(44.44%)
Meets
expectations
6
(33.33%)
10
(55.56%)
Below
expectations
0
(0.00%)
0
(0.00%)
Additional comments on "implement individualized behavior strategies for students with disabilities"
13 Responses
Regularly uses student behavior plans, monitors and maintains point sheets---uses as a tool for guiding students.
Always tries least intensive first; never gets into power struggles or escalates negative behavior.
Student has to manage multiple behavior plans of her second graders. Every student has unique needs/ways to
respond. Student consulted with the stakeholders of a student and used consistent language with verbal
expectations. As a result, student behavior improved.
None of the students that Student has worked with has a BIP
Developed BIP for developmentally student after a thorough analysis of the function of behavior and the
processing needs of the student.
Student has designed reward systems that increase time on task. Student uses functional behavior analysis when
devising behavior management plans.
Student has helped set up a BIP. She is beginning to use proximity control as a means of redirecting behavior
12
Student has become adept at using specific reinforcement of positive behavior for a child with a BIP.
Strongest when the students themselves are involved in their own discipline plans. Considers BIPs in behavior
management.
Behavior expectations are directly stated, and Student is able to immediately redirect student's attention without
interruption to lessons. A positive atmosphere has enabled the children to feel good about their achievements.
Wishing to please her, the students respond very well to her calm and confident manner.
Student actively implemented the use of individualized behavior plans and social/emotional/behavioral goals
during observed lessons. This included providing "fidgets" and breaks to students, and providing 1:1 support and
redirection as needed.
BIPs implemented. Positive in all aspects of behavior management/supports.
Initiated 'movement breaks' for one student - saw a need and made it work. Management strategy : work up from
the subtle to more involved according to student BIP. Brooke is continueing to work on this.
Student has become adept at using proximity control as a behavior strategy
Introduce lesson content
18 Responses
States Learning Objectives and Outcomes
Describes Directions Clearly
Reviews Necessary Skills
Speaks Clearly and Positively
Exceeds
expectations
11
(61.11%)
15
(83.33%)
11
(61.11%)
15
(83.33%)
Meets
expectations
7
(38.89%)
3
(16.67%)
7
(38.89%)
3
(16.67%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "introduce lesson content"
12 Responses
Student has a positive rapport with students. She always interacts with children using a calm voice, praise, and a
smile.
Student frequently gives students written instructions as well as verbal to be sure they understand the task.
Learning objectives and an agenda are posted.
Student is very organized and maintains a structure learning environment through behavior management and
excellelnt lesson planning and implemenation.
Student communicates well with studetns throughout the lesson,
Student consistently uses a posted agenda which she refers to as the lesson progresses. Her directions are clearly
13
stated and modeled
Student gave clear, explicit, in-depth directions and expectations before each segment of her lessons to prepare
her students for the concepts she would present.
Objectives are continually being improved upon. and aligning much closer to learning outcomes. Directions are
clearly stated and repeated. Multiple modalities are utilized as needed. Positive and enthusiastic in presentation.
Student did a great job of explaining to her students the activities and what they were going to do in her class. She
has improved in making directions clear and speaking in a direct and positive manner.
Objectives are stated orally and posted through-out lesson. Clear and in-depth directions and procedures. Positive
approach with students. Connections to outside world - noted in objectives and relayed to students.
Reviewing: Be sure to review after a change in routine or a vacation break/day off. Clear and positive consistently.
Objectives clearly and explicitely stated.
The use of SMART objectives and targets. has been successfully utilized throughout instruction.
University supervisor: Student's advance organizers have been very well developed. I particularly like how she has
incorporated necessary skill reviews in a manner that both engages her students and provides good information as
to her students' initial levels of understanding.
Maximize student engagement
18 Responses
Maximizes Time On-Task
Provides Differentiated Opportunities
Data-Based Modifications
Exceeds
expectations
14
(77.78%)
10
(55.56%)
10
(55.56%)
Meets
expectations
4
(22.22%)
8
(44.44%)
8
(44.44%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "maximize student engagement"
15 Responses
Student has demonstrated much growth in this area as she learned to pace lessons to ensure maximum time
on-task while also monitoring student understanding of the material.
Student has learned that reinforcing on-task behavior can maximize student learning. In both the resource
room and general ed class, Student maximizes time on-task. Lessons are paced well and the variety of materials
address many different needs.
Student is functioning at an appropriate level for her experience in this area. Student engagement is maximized
by adapatations in materials.
Student's students are engaged throughout her lessons. She modifies pace over time based on objective data.
14
Because she was prepared and organized, Student did a great job maximizing the students time on task. She
was attentive to her students' pace of learning and adjusted her lessons as appropriate.
Ten minute interval time sampling showed 100% engagement during whole group instruction. In the small
group activity observed, one student was easily distracted by activity in other parts of the room, but was
brought back.
Continues to work on creating and implementing differentiated instruction. Maximizes student time-on-task
during instruction.
DDDM is being used to guide instruction.
Being prepared with lessons and materials maximized the students time on task and gave them opportunities
to practice the content being taught. A review of the assignments gave Student the data she needed to
appropriately plan her subsequent lessons.
Scaffolded instruction. Active involvement on the part of students. Constant monitoring of understanding modification/reinforcement provided as determined necessary. Differentiated materials as determined by
activity and students involved.
Differentiation done as much as possible to best serve the students. Increased use of paras to assist here. :)
Learning to make active choices during the lesson on what to modify and what to focus on. :)
Provides differentiation when required. Has demonstrated excellent use of technology for differentiation. Is
utlizing data forms to monitor performance and guide instruction.
Cooperating teacher: Student gives choices to her students throughout her lessons to maximize engagement,
as well as adjusting her lessons, as necessary to meet the emotional needs of her students.
In the co taught class, Student offered a choice of books when introducing the unit on the novel and literature
circles have given additional support for students to participate using their individual strengths.
Cooperating teacher: Student has made the most growth in the area of determining what to teach.
Provide performance-based feedback
18 Responses
Performance-Based Feedback
Exceeds
expectations
12
(66.67%)
Meets
expectations
6
(33.33%)
Below
expectations
0
(0.00%)
Additional comments on "provide performance-based feedback"
14 Responses
Student creates opportunities to work one to one with a student who is uncomfortable getting feedback in front
of others.
While students work independently, students are given 1:1 feedback.
15
Student has demonstrated excellent development of behavior implementation. She has developed a BIP and
demonstrated the strategies for para professionals.
Student uses a mix of general and specific feedback to students individually as they work independently
Student was wonderful about reinforcing the students and really focused on their performance.
Student consistently gives continuous, specific feedback to individual students in the small group resource
setting.
Feedback is always provided but can be general in nature rather than specific. Working on strengthening this.
Student easily gives praise to those on-task. In turn, others will internalize these positive statements and
automatically improve their own behavior.
Student is very good at automatically providing positive feedback to her students, giving them the "extra"
encouragement needed to proceed. Student made efforts during writing assignments to give highly individualized
and specific feedback to students on work in progress, which assisted them in learning and altering work
production.
This is an area the Student needs to focus on in the future. She has gotten better about feedback, but it's very
important to give very specific feedback based on a student's work. It will reinforce the very skills you are trying
to teach.
Feedback is positive, consistently provided, and specific to task at hand and student involved. Feedback is
provided individually and to the group as a whole.
Especially in a diverse group with very different expectations and needs. CT comment: She believes in them and
that they can succeed.And she does demonstrate this to them.
While students are working Student circulates, giving feedback individually
University supervisor: Student has learned to provide good/explicit feedback comfortably within the flow of
lessons. Cooperating teacher: Student is adept at providing specific feedback that is authentic and heartfelt.
Review lesson content
18 Responses
Review Lesson Content
Exceeds
expectations
6
(33.33%)
Meets
expectations
12
(66.67%)
Below
expectations
0
(0.00%)
Additional comments on "review lesson content"
10 Responses
Student's use of a post organizer effectively provided a visual schedule for students and helped with the pacing of
lessons.
Lesson plans include ways for students to make connections to life outside of school.
16
Student consistently reviews each step of the lesson as she goes, then reviews the entire lesson using the advance
organizer as a post organizer
Student was consistant about using a post organizer and reviewing critical content. The next step will be making
the connections to life outside of school.
In the co taught lesson observed, students were brought back to the whole group for a review.
Poat organizer is present but could sometimes use strengthening.
This is an area of growth for Student. She had set this as one of her major goals for the second half of her
practicum and met it well.
This is another skill that has gotten better over the semester. Student has used a post organizer to reinforce the
big ideas and should be encouraged to take it to the next level with her students to make the connections to life
outside of school.
Review is done both orally and written. Exit activities are done to demonstrate understanding of material before
leaving.
In review/closure:Is more aware of time and what important aspects of the lesson are absolutely necessary to
include on that particular day for that particular leeson with that particular student(s).
Teach lesson content relevant to student population
18 Responses
Content Relevant to Population
Exceeds
expectations
12
(66.67%)
Meets
expectations
6
(33.33%)
Below
expectations
0
(0.00%)
Additional comments on "teach lesson content relevant to student population"
12 Responses
Active participant in providing quality education for her students.
Student has demonstrated tremendous growth in providing relevant activities to ensure IEP goals are met and
skills are mastered and retained.
Student modifies general education lessons in the co taught classes for the special education students.
Developed BIP for developmentally student after a thorough analysis of the function of behavior and the
processing needs of the student.
This is an area that Student has stated she will develop over time through experience and continue professional
developement.
Academic content for each lesson is based on grade level CCSS
Student includes a statement in her lesson plans which gives the specific rational for how the lesson meets
specific student's needs.
17
Connection to individual student IEP goals is strengthened each day.
Student delivers her lessons with confidence in very clear statements. Visuals support her explanations, and
relevant activities keep students engaged. Throughout the lesson, Student provides continuous reinforcement
and redirection. Because expectations are clear and pacing is differentiated, students are successful.
Student IEPs are always involved in determination of lesson content and pacing. Intensive direct instruction.
Classroom program is designed to match the individual student's needs/goals. IEP goals are a prime
consideration.
Student carefully selects CCSS to include as part of her objectives in each lesson, with her special education
students' needs in mind. In the co taught class, the literature circles give further flexibility for students to
participate using their individual strengths.
Assess student ability and/or knowledge prior to instruction
18 Responses
Access Prior Knowledge
Exceeds
expectations
8
(44.44%)
Meets
expectations
10
(55.56%)
Below
expectations
0
(0.00%)
Additional comments on "assess student ability and/or knowledge prior to instruction"
10 Responses
Has used formal and informal assessment to det.ermine prior knowledge
Student has acknowleged that she will focus on implementing the use of more comprehsensive assessments
through experience and continued professional development.
Student did a good job reviewing and gathering relevant background information before teaching her lessons.
Student always has a good sense of what students know and fills in the gaps for them. She is especially sensitive to
the fact that many of her students are ELL and need to know vocabulary
Assesses prior knowledge before planning/instructing.
Student would start observed lessons by doing a quick "knowledge check" verbally with the students to see what
they remembered from previous instruction and/or to initiate thinking on the topic.
Thorough collaboration with all involved stakeholders. Knowledge of informal and formal assessments.
Important to use pre-assessments, not to assume pre-requisite skills are there.
Student has been observed implementing this skill.
Student uses a variety of methods to gather information about students' background knowledge - Informal Q&A,
review of vocabulary needed for reading, and CFA results.
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Assess student outcomes related to IEP during instruction
18 Responses
Selects Appropriate Assessments
Embeds Informal Assessments
Establishes Criteria for Mastery
Exceeds
expectations
7
(38.89%)
11
(61.11%)
11
(61.11%)
Meets
expectations
11
(61.11%)
7
(38.89%)
7
(38.89%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "assess student outcomes related to IEP during instruction”
13 Responses
This is a very strong area for Student, who continually assesses her students informally, and spontaneously adapts
lessons as needed.
Student has created rubrics of students to use to self assess their performance on specific lessons. These help
here then assess her students' progress as related to their IEPs
Student oes a very good job creating and implementing formative assessments. However, she needs more focus
on more standardized assessments before the end of the experience.
Student embeds assessments to drive instruction within her lesson.
Student's lessons provided ongoing assessment of student progress. She used that information to adjust her
lesson to meet the needs of the students.
Understanding of importance of formative and summative assessments has helped Student move students
toward meeting of IEP-set instructional goals/objectives.
As we have conferenced this semester, Student would articulate reasons for designing lessons in a particular
sequence, as well as the reason for using certain material.
Student did a good job monitoring the progress of her students throughout the lessons especially in the small
group setting.
Realted to stated IEP goals/objectives. Regularly reviews and analyzes summative data. Clear criteria for mastery stated and followed.
TC continues to work on providing rubric/models ahead of time in terms of 'what is mastery?' Embeds informal
assessments frequently through-out the lessons.
University supervisor: Student has become proficient at developing assessments that are easy to administer
within the flow of lessons and allow her to determine whether or not desired lesson outcomes actually occurred.
In the small group resource lessons, the Lexia and Jamestown programs align with student IEP goals. In writing
lessons, she gives students a rubric to guide them
Cooperating teacher: There has been clear evidence that indicates that Student can use teacher observation and
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established progress monitoring to drive her instruction.
Assess student response to instruction
17 Responses
Assess Response to Instruction
Exceeds
expectations
8
(44.44%)
Meets
expectations
10
(55.56%)
Below
expectations
0
(0.00%)
Additional comments on "assess student response to instruction"
12 Responses
Based on results of DRA testing, groups will be changed to challenge a student who is proficient and
motivated to move at a quicker pace.
Performance in this area has been excellent. HOwever, the scope of this part of the domain hasn't been
required at this point. There is no doubt that Student will be able to excel in this area.
Student used a rubric based on student IEP objectives during a reading retell activity to assess her
student progress toward their goals
Student used the student's work and progress to construct her lessons and adjusted them based on
these summative measures.
Informal assessments are embedded in Student's lessons
Accurate interpretation of formative and summative assessments has shown steady growth.
Lesson plans are written in response to objective data collected on universal screens and pre- and postlesson data. Ongoing informal assessments guide the pace, and continuous review is built in to the daily
routine to reinforce new learning until it is mastered and solidly in the student's long-term memory.
(4B and 4C) Student was very conscientious of collecting work samples and reviewing them in order to
base continued future instruction on present levels of performance. She tried to tie IEP goals into lesson
planning for students.
Student seemed to have a good knowledge of her students and their progress based on the
assessments, both formal and informal. She used that information to plan and her lessons. Keeping good
data through summative and formative assessment should be a focus for Student going forward.
Monitors pacing and direct response to instruction. Aware of summative and formative measures and
their connection to instructional goals/objectives.
Determines if changes are necessary - pacing? method of introducing material? activity-level? (etc.)
Cooperating teacher: Student has used interventions with her small groups and large groups to assess
students on both CCSS and individualized objectives for students with IEPs
20
Uphold high standards of competence and integrity and exercise sound judgment in the practice of the
profession
17 Responses
Practices within Skill Limit
Uses Language Correctly
Confidentiality
Ethical Responsibility
Active Classroom Leadership
Exceeds
expectations
14
(77.78%)
13
(72.22%)
16
(88.89%)
12
(66.67%)
13
(72.22%)
Meets
expectations
4
(22.22%)
5
(27.78%)
2
(11.11%)
6
(33.33%)
5
(27.78%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "uphold high standards of competence and integrity and exercise sound
judgment in the practice of the profession"
13 Responses
Student took greater initiative on her own to consult with paraprofessionals and teachers to maintain consistency
with instruction.
Student presents herself in a professional manner to both staff and students. She is well aware of issues of
confidentiality.
Student maintains high professional standards and conduct. She is very positive and is supportive of the
community.
Student is professional in her demeanor in all interactions with all stakeholders. She is well aware of issues of
confidentiality
Student is always professional in all her interactions with all stakeholders and is well aware of the need to maintain
confidentiality
Increasingly confident in handling discretionary Studenters. Visible classroom leader. Working on demonstrating
his excitement and enthusiasm through-out.
Student demonstrated sound professional judgement and ethical responsibility throughout the teaching
experience. She reached out to other professional when necessary, and was actively involved with her students
and students and colleagues in the general classroom.
Competance in all subject areas. Professional through-out. Visible classroom leader - in all involved activities
whether in this classroom or another in which she in involved with her student and their instruction.
Remember to challenge yourself - ask questions when necessary. Quite energetic- enthusiastic (and it's catching!) patient.
21
Student is highly professional and demonstrates excellent judgement at all times.
Cooperating teacher: In addition to planning all lessons, with motivating materials and activities, Student has
written referrals, assisted with specialized testing and reports, done progress monitoring and written feedback on
IEP goals.
Student is professional and is very aware of issues of confidentiality.
Cooperating teacher: Student sailed through her solo weeks and also filled in for me one day that I was out--terrific
planning and involved in all students, regardless of whether they were on her caseload or not
Engage in professional activities related to continuous learning and advocacy
17 Responses
Knowledge of School Procedures
Exceeds
expectations
14
(82.35%)
Meets
expectations
3
(17.65%)
Below
expectations
0
(0.00%)
Additional comments on "engage in professional activities related to continuous learning and advocacy"
5 Responses
Student participated with writing comments on March report cards. She recognized how challenging it is to write
insightful, concise comments that start with positive feedback.
Student does all the routine Power School grades, attendance and record keeping.
Student partcipated in all professional development and faculty meetingsy. She has identified areas of professional
growth as well.
Student knows school routines and manages student transitions smoothly, even when it is necessary to change the
place of a lesson quickly; reassuring students that the change is OK and they have nothing to worry about.
Well aware of and involved in school activities/procedures relating to his students.
Involved in all aspects of classroom - PPT's, collaboartive meetings, SPED meetings, entering data, taking attendance,
managing behavior, recording reading fluency,Dibels assessments.
Has gone to the PD and faculty meetings.
In addition to the usual routine duties of taking attendance, etc., Student has scored student CFA's and used the
information gained to guide instruction.
22
Collaborate respectfully with all stakeholders
18 Responses
Group Problem Solving Skills
Models Instructional Techniques
Student Conferences
Collaboration with Families and Staff
Leadership, Cooperation, and Effective Use of
Paraeducator
Exceeds
expectations
13
(72.22%)
8
(44.44%)
9
(50.00%)
10
(55.56%)
11
(61.11%)
Meets
expectations
5
(27.78%)
10
(55.56%)
9
(50.00%)
8
(44.44%)
7
(38.89%)
Below
expectations
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
0
(0.00%)
Additional comments on "collaborate respectfully with all stakeholders"
18 Responses
Meeting with members of the 7th and 8th grade teams, Student was able to gather information about her students
and, in turn, share ideas and strategies for addressing student needs with colleagues.
As the semester continued, Student had more opportunities to meet with parents, teachers and para-educators as
she became more responsible for the education of her students.
Student continues to collaborate with all stakeholders. She has attended parent teacher conferences, PPT's,
planning the 2nd annual Mr. BHS, attended the Community Fair and has been an integral part of the Third Grade
Reading Promise
Student has demonstrate excellent skills working and communicating with parents. She is positive and encouraging.
Student is gaining confidence in this area. She has noted the that with time, she will become more active with
stakeholders. Student has provided noteworthy input and feedback at professional development sessions.
Student has participated in parent teacher conferences and has worked with the paraeducator effectively
Student took advantage of many opportunities to collaborate with colleagues, and parents, in a constructive and
professional manner.
Student is an active participant in special education team meetings
Has begun to scaffold collaborative activities. Has learned to work with/utilize para-professional to most effectively
instruct his students.
Student is a very sincere and competent person with interpersonal skills that allow her to interact professionally
with students, parents and staff. Her commitment to excellence is evident as she reflects and seeks feedback.
Student asks thoughtful questions to increase her own understanding of effective procedures. She is respectful and
fully understands the importance of confidentiality.
23
(5A and 5C) Student continued to make every effort to work cooperatively and collaboratively with the general
education teachers and instructional assistants. She did well remaining diplomatic and professional, even in
somewhat conflicted or tense situations.
Student did a nice job collaborating and planning with general classroom teachers to provide appropriate instruction
for her students, and the general ed. population. She took part in parent conferences and was confident when
sharing information at those meeting.
Involved in writing/sending informational introduction letter, present at parent-teacher conferences, took part in
after-school staff meetings, presented student work samples at conferences and PPT meetings.
Has presented at PPTs. Met with social worker concerning serious student behavior. Recognized as " a reliable
person" by others she comes in contact with.
His collaboration with paraprofessionals has been outstanding. He participated in Unified Sports and communicated
well with parents informally and at a PPT.
Cooperating teacher: Student has presented information in various meetings for a variety of purposes, such as
reporting on running records. She is an active participant in all student collaborations.
Student has participated in PPT's and parent conferences and has taken a leadership role in the co taught class. She
is always professional in all her interactions.
Cooperating teacher: Student was a trusted member of our special eduction team and was able to develop,
implement, and evaluate with the team.
Student teacher areas of greatest strength
17 Responses
From the onset of her student teaching practicum, Student displayed very solid teaching skills. By becoming familiar
with her students' strengths and weaknesses, she designed effective, engaging lessons which addressed their
identified needs. With many schedule interruptions early in the semester, Student displayed her ability to monitor
and adjust lessons accordingly while maintaining consistency in the learning environment. Her rapport with students
was excellent. Student provided a fine role model for her 7th and 8th grade students. She encouraged respect and
understanding of personal differences and maintained these standards in both the classroom and the resource room
setting. Her confidence and acceptance of responsibility were noted throughout the semester.
Student is well prepared and writes comprehensive objectives for her lessons that relate to the Common Core
Standards. Lesson plans are always detailed with clear and measurable objectives. She carefully selects books that
relate to the "big" concepts that are taught in the regular classroom. Student is a most responsible individual who is
well prepared and is willing to put forth much additional research for materials that benefit her students. Student is
an effective collaborator with classroom teachers, other student teachers, and paraprofessionals. Her calm demeanor,
encouragement and patience are helpful to children who struggle with learning. Early on, it was noted that Student's
interaction and rapport with faculty and students was most positive. She is flexible in accepting changes in routines
and easily monitors and adjusts her lessons without loss of time on-task for students. Student has been very honest
and reflective about her teaching skills and uses every opportunity as a situation to grow and learn as an educator.
Student's strengths include her organization skills, ability to take a pro-active approach to collaborating with the
24
general education co teacher, excellent rapport with students and colleagues, professional demeanor,
Professional, organized, skillful, positive, reflective, communication skills, connection with students
Rapport with students, staff and professionals; flexibility and ability to adapt to new situations; planning and
preparing lessons ahead of time
Student has many wonderful strengths including her ability to maintain a positive approach to her students and
colleagues. Her lessons were well thought out and executed with clear goals and expectations for her students. She
was always prepared with a variety of activities that allowed her students to practice and master the lesson content.
She is confident and reassuring in her discipline and created a safe environment for her students to learn.
Student's strengths include: small group instruction, positive stated expectations. provision of positive feed back to
students, use of informal assessment embedded in lessons.
Rapport with students. Good relationship-building skills. Positive classroom atmosphere. Creation of studentfriendly/developmentally appropriate activities. Flexible with classroom procedures and adaptable to students everchanging needs. Student behavior expectations - defined, modeled and monitored.
Student's compassion and her desire to help students reach their highest potential make her genuine and able to form
strong relationships. Her lesson plans are exemplary, and she is clear, direct and very competent in her daily delivery
of instruction. Student's ability to be very explicit and supportive of students as they are learning difficult concepts is
exceptional. Her calm, confident manner allows her to maintain discipline without disruption to learning. As Student's
university supervisor, I have observed her to be a very organized, competent teacher, who is able to deliver quality
instruction to her students. She is able to systematically present material, pace the lesson well and attain closure. She
maintains a highly structured atmosphere for instruction, ensuring maximum time on-task.
Student has become quite adept at modifying work from the general ed curriculum for her students. She has built a
fine rapport with students, providing them with moral support. Her understanding of their individual needs is evident
in the manner in which she interacts with each child. She clearly states expectations at the onset of class and adheres
to them. She is consistently analytical and most perceptive as she reflects on daily lessons and personal interactions
with students and staff. Student sees this as a necessary on-going process in order to deliver quality instruction to her
students.
Student did a wonderful job of becoming part of the school community. She developed a positive rapport with
students and her colleagues, and felt confident in collaborating with others to plan her lessons. Over the semester she
was able to share of her interests in math and science with the students. She incorporated those interests into her
lessons to encourage and inspire her students. Student's lesson plans improved greatly. She did a wonderful job of
writing them with clear observable, measurable objectives that were aligned with the students IEP goals.
Classroom management. Organized, prepared and flexible. Reflective. Lesson plans are connected, detailed and
integrated. Positive and enthusiastic. :)
Positive attitude. Enthusiasm. Belief that all students can and will succeed. Incorporation of technology in planning
and instruction.
Motivation, commitment, organization, attitude, professionalism, sensitivity, basic foundation of a wide variety
specialized reading, language and math programs and strategies.
Instruction; lesson planning; organization; use of instructional technology; the calm way she has of handling
situations; her ability to engage students
25
Student's areas of strength include her professionalism, rapport with students and ability to work as part of a team
Student teacher area(s) of greatest growth
17 Responses
As the semester continued, Student's lessons reflected her ability to select and prioritize specific information that
needed to be covered in class. She identified critical content from the general ed curriculum, and then integrated this
material into her lessons. Pacing of lesson material helped to maximize student time on-task.
Student's greatest areas of growth are with managing student behavior and transitions. She is more confident and
consistent with the way she handles disruptive/uncooperative students. She can state clear expectations and
consequences for appropriate/inappropriate behavior and follows through with her stated consequences. Positive
reinforcement is specific to the student as well as non-verbal prompts. She has developed a greater awareness of
pacing during her instruction. Planning a whole unit of instruction in literature has been helpful. During the semester,
Student has demonstrated great growth as an active contributing member of the second and third grade level teams.
Her confidence has soared.
Student has grown in her ability to state clear expectations/ objectives, comfort level and ability to speak louder in
front of a class.
leadership, delivering specialized instruction though the inclusion process, ability to be flexible while maintain good
management and instruction
relating IEP goals to lessons, Use of advance and post organizer, clearly stating behavioral expectations for students
and reminding students of such throughout the lesson.
Over the semester Student used a variety of strategies to manage students behaviors and over time these became
effective tools for her. One area that Student should consider working in is her use of technology in the classroom as
there are many tools she could use to enhance her lessons.
Student has grown in her collaboration with other professionals and families, becoming an active participant in
conferences and PPT's, inplementing student's BIP's
Lesson completion in plenty of time to review and modify before instruction if necessary. Self-confidence. Relating
content of lessons to topic being studied. Providing specific praise to students. Writing daily objectives that are easily
measurable.
Student has learned and used some specific instructional techniques of the Wilson Program. This is yet another means
of instruction to meet the identified needs of her students. Data collection of various forms was also expanded during
the second half of Student's practicum.
As the semester progressed and Student saw how quickly circumstances can alter plans and schedules, she realized
the need to be flexible and to adapt her lessons accordingly. She did so without the loss of quality instruction for her
students. Student put forth much more effort into structuring every lesson. That impacted success of the academic
lesson as well as behaviors.
Student has shown growth in many areas. One are that she will continue to focus on is giving student's performance
based feedback. While she is generally good about giving feedback it tends to be a little more general. When working
with her students, knowing when to push them to higher order thinking by asking the right questions is another area
26
in which Student will continue to improve with practice and experience. Student has also become more consistent
stating behavioral expectations at the beginning of her lessons. Doing this often prevents, or decreases disruptions
during her lessons.
Technology - both for academic and behavior purposes. Work with/including connections to outside world in
instruction (text to self).
Time management. Behavior management.
Knowledge of specialized instruction, beginning understanding of scope of student learning, need to set target for
achievement, need to set long and short-term objectives.
Significantly increased confidence; group instruction/management
Student has grown in her ability to take on a strong leadership role and becoming more assertive within the classroom
and in her comfort level in addressing behavior issues
27