Dear School-Based Supervisor, Web view · 2016-10-20School-Based Internship Supervisory MaterialsPart 2: Forms ... Student Tracking System—blank form ... Students will document

School-Based Internship Supervisory MaterialsPart 2: Forms (Word 2007)

Contents

Daily/Weekly Student Teaching Analysis ………………………………..…….. 2PDE Form 430A ………………………………………………………….…….. 3PDE 430 ……………………………………..………………………….……… 7AHST (Typhon) Student Tracking System—blank form …………………….. 12PDE Competencies for the Pre-field and Internship Experiences……………... 13

This section includes blank Pennsylvania Department of Education (PDE) forms. All are 2007 Word documents so you can copy and then directly type on each form as needed.

The Daily/Weekly Student Review form may be used for written suggestions and feedback for your student intern. This form is NOT required though some system of written feedback for students is expected and very much appreciated by students. As the term progresses, feedback may be more verbal than written.

Student interns need to be formally evaluated twice during the placement. Once at midterm (approximately the seventh week of the placement) and then again the last week of the placement. The evaluation paperwork includes three forms; the PDE 430 AND PDE 430A and our new Clinical Evaluation. Examples of completed forms are in the Part 1 materials for your review. Please send me the PDE 430A and PDE 430 forms electronically (email attachment) by the eighth week of the placement and again with final evaluation data included in the last week of the placement. In addition, please complete the PDE Competencies Chart at the midterm point for review with your intern and then again at the end of the placement. Please send me a copy of the Competency Chart at the close of the placement.

Students document their diagnostic and treatment hours on Typhon, an on-line tracking system. Instructions on how to access and use Typhon are in PART 1 of the Supervisory Materials. The “Primary Supervisor” is asked to approve any diagnostic or treatment hours earn with other ASHA Certified speech-language pathologist in the same district (i.e., professional colleagues). Students will document the “guest” supervisor’s ASHA number on a Typhon Log Sheet so all supervisors are tracked. This is included here for your review—students are responsible for obtaining necessary signatures.

Please contact me if you have any questions. Thank you again for your willingness to be part of our program and mentor our students. Though they may not recognize your gifts of time and knowledge, we certainly do!

Susan L. Hegel, Ph.D., CCC-SLPCoordinator of School-Based [email protected] work814-860-1178 cell814-732-2612 FAX

mailto:[email protected]

Daily or Weekly Student Teaching Analysis

Student Teacher: School placement supervisor: Date:

1) Your best teaching skills were demonstrated with the following students/in the following areas:

2) Areas that need improvement or general suggestions for the following day/week:

3) Specific goals for the next day/week are:

___________________________School placement supervisor

This is a prototype--feel free to modify this form to suit your needs—

PDE Form 430A (Please complete separate forms for Midterm and Final Evaluations)

Student: Midterm Review Final Review

Category I: Planning and PreparationLesson Unit Plans: Types Titles and Numbers

Resources/Materials/Technology

Assessment Materials

Information About Students

Student Teacher Interviews

Classroom Observations

Resource Documents

Other

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Category II: Classroom EnvironmentClassroom Observations

Informal Observations/Visits

Student Teacher/Candidate Interviews

Visual Technology

Resources/Materials/Technology/Space

Other

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Category III: Instructional DeliveryClassroom Observations

Informal Observations

Assessment Materials

Student Teacher /Candidate Interviews

Student Assignment Sheets

Student Work

Instructional Resources/Materials/Technology

Other

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Category IV: ProfessionalismTeacher Conferences/Interviews

Observations/Visual Technology

Artifacts/Interaction with Family

Student Records /Grade book

Progress Reports/Report Cards

Parent/School/Community Feedback

Artifact Professional Development/Act 48 Documentation

Perceptive Use of Teaching/Learning Reflections

Other:

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PDE 430 Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice

(Please complete separate forms for Midterm and Final Evaluations)

Student/Candidate’s Last Name First Middle Social Security Number

Speech-Language Pathology ServicesSubject(s) Taught Grade Level (enter

grades covered)This form is to serve as a permanent record of a student teacher/candidate’s professional performance evaluation during a specific time period, based on specific criteria. This form must be used at least twice during the 12-week (minimum) student teaching experience.PERFORMANCE EVALUATIONDirections: Examine all sources of evidence provided by the student teacher/candidate and bear in mind the aspects of teaching for each of the four categories used in this form. Check the appropriate aspects of student teaching, and indicate the sources of evidence used to determine the evaluation of the results in each category. Assign an evaluation for each of the four categories and then assign an overall evaluation of performance. Sign the form and gain the signature of the student teacher.

Category I: Planning and Preparation – Student teacher/candidate demonstrates thorough knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be taught/learned, knowledge of assigned students, and the instructional context. Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)Student Teacher/Candidate’s performance appropriately demonstrates:Knowledge of content Knowledge of pedagogyKnowledge of Pennsylvania’s K-12 Academic StandardsKnowledge of students and how to use this knowledge to impart instructionUse of resources, materials, or technology available through the school or district Instructional goals that show a recognizable sequence with adaptations for individual student needsAssessments of student learning aligned to the instructional goals and adapted as required for student needsUse of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

Sources of Evidence (Check all that apply) Lesson/Unit PlansResources/Materials/TechnologyAssessment MaterialsInformation About Students (Including IEP’s)

Student Teacher InterviewsClassroom ObservationsResource DocumentsOther

Category Exemplary 3 Points(Distinguished)

Superior 2 Points(Proficient)

Satisfactory 1 Point(Basic but Experience and Improvement Needed)

Unsatisfactory 0 Points(Not trying/Poor Attitude/Lack of Essential Skills)

Criteria for Rating The candidate consistently and thoroughly demonstrates indicators of performance.

The candidate usually and extensively demonstrates indicators of performance.

The candidate sometimes and adequately demonstrates indicators of performance.

The candidate rarely or never and inappropriately or superficially demonstrates indicators of performance.

Rating(Indicate √)Justification for Evaluation

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Category II: Classroom Environment – Student teacher/candidate establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and setting clear expectations for student behavior.Alignment: 354.33. (1)(i)(E), (B)Student Teacher/Candidate’s performance appropriately demonstrates:

Expectations for student achievement with value placed on the quality of student workAttention to equitable learning opportunities for studentsAppropriate interactions between teacher and students and among studentsEffective classroom routines and procedures resulting in little or no loss of instructional timeClear standards of conduct and effective management of student behaviorAppropriate attention given to safety in the classroom to the extent that it is under the control of the student teacherAbility to establish and maintain rapport with students

Sources of Evidence (Check all that apply)

Classroom ObservationsInformal Observations/VisitsStudent Teacher/Candidate Interviews

Visual TechnologyResources/Materials/Technology/SpaceOther










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Category III – Instructional Delivery - Student teacher/candidate, through knowledge of content, pedagogy and skill in delivering instruction, engages students in learning by using a variety of instructional strategies.Alignment: 354.33. (1)(i)(D),(F),(G)Student Teacher/candidate’s performance appropriately demonstrates:

Use of knowledge of content and pedagogical theory through his/her instructional deliveryInstructional goals reflecting Pennsylvania K-12 standards Communication of procedures and clear explanations of content Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needsUse of questioning and discussion strategies that encourage many students to participateEngagement of students in learning and adequate pacing of instructionFeedback to students on their learningUse of informal and formal assessments to meet learning goals and to monitor student learningFlexibility and responsiveness in meeting the learning needs of studentsIntegration of disciplines within the educational curriculum

Sources of Evidence (Check all that apply)Classroom ObservationsInformal Observations/VisitsAssessment MaterialsStudent Teacher/Candidate Interviews

Student Assignment SheetsStudent WorkInstructional Resources/Materials/TechnologyOther










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Category IV – Professionalism - Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.Alignment: 354.33. (1)(i)(I),(J)Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of school and district procedures and regulations related to attendance, punctuality and the likeKnowledge of school or district requirements for maintaining accurate records and communicating with familiesKnowledge of school and/or district events Knowledge of district or college’s professional growth and development opportunitiesIntegrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulationsEffective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and administratorsAbility to cultivate professional relationships with school colleaguesKnowledge of Commonwealth requirements for continuing professional development and licensure

Sources of Evidence (Check all that apply)Classroom ObservationsInformal Observations/VisitsAssessment MaterialsStudent Teacher InterviewsWritten Documentation

Student Assignment SheetsStudent WorkInstructional Resources/Materials/TechnologyOther




Unsatisfactory 0 Points(Not trying/Poor AttitudeLack of Essential Skills)





Rating(Indicate √ )Justification for Evaluation

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Overall RatingCategory Exemplary

(Distinguished)

Total: >11 to12 Points

Superior(Proficient)

Total: >7 to < l1 Points

Satisfactory(Basic but Experience and Improvement Needed)

Total: > 4 to < 7 Points

Unsatisfactory(Not trying/Poor AttitudeLack of Essential Skills)

Total: 0 to < 4 Points





Rating(Indicate √ )

Note: This assessment instrument must be used a minimum of two times. PDE requires a satisfactory rating (1) in each of the 4 categories, resulting in a minimum total of at least (4) points, must be achieved on the final summative rating to favorably complete this assessment. However, EUP standards require a satisfactory score or better on both the midterm and final evaluation. If your student intern will have a ZERO (0) in any area for either evaluation, please contact Dr. Susan Hegel at [email protected] or at 814-732-2192.

Justification for Overall Rating:

Student Teacher/Candidate’s Last Name First Middle Social Security Number

District/IU School Interview/Conference Date

School Year: Term:

Required Signatures:Supervisor/Evaluator: Date:

Student/Teacher Candidate: Date:

University SupervisorDate:

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mailto:[email protected]

AHST Student Tracking SystemBLANK CASE LOG WORKSHEET ©2014 Typhon Group LLCCase #: Date of Service:= REQUIRED FIELDStudent InformationSemester: ___________________________Course: ___________________________Clinical Supervisor: ___________________________Clinical Site: ___________________________Patient Demographics (ignore if Group Encounter)Age: ______ yrs/mos/wks/daysGender: M / F / TClinical InformationTime with Patient: _____ minutes

Consult with Clinical Supervisor: ____ minutes in discussion before/after client is seen (not part of patient time)Other Questions his CaseAge Group:________________________Dx: Articulation/Phonology:__________________________________Dx: Fluency:__________________________________Dx: Voice/Resonance:__________________________________Dx: Receptive/Expressive Language:__________________________________Dx: Hearing:__________________________________Dx: Swallowing:__________________________________Dx: Cognitive Aspects of Communication:__________________________________Dx: Social Aspects of Communication:__________________________________Dx: AAC Modalities:__________________________________Tx: Articulation/Phonology:__________________________________Tx: Fluency:__________________________________Tx: Voice/Resonance:__________________________________Tx: Receptive/Expressive Language:__________________________________Tx: Hearing: _________________________________Tx: Swallowing: _________________________________Tx: Cognitive Aspects of Communication: _________________________________Tx: Social Aspects of Communication: ________________________________Tx: AAC Modalities: ________________________________Supervised time: _________________________________Dx. Supervised Time: ________________________________Clinical Notes:

I verify that I supervised at least 50% of this diagnostic session.

_________________________________________________________Signature ASHA Number Date

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PDE Competencies for the Pre-field and Internship Experiences

Candidate:____________________Please check and initial boxes indicating skill level and sign the last page

Pre-Field InternshipA. Planning and Preparation

The candidate demonstrates

Beginner(emerging skills)Extensive support and guidance needed to complete tasks. Focus on task, not client

Basic Skills(adequate)Tasks completed with support; emerging awareness of clients’ needs.

ProficientSkillsTasks completed independently with recognition of clients’ needs.

AdvancedSkillsTasks completed independently with recognition and adjustments for clients’ needs

1. Knowledge of remediation methods and therapeutic design based on sound educational pedagogy and psychology principles.

2. Knowledge of Pa. Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.

3. Knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan specifically designed instruction.

4. The ability to use formative and summative assessments to adapt learning goals to support individual student needs.

5. The ability to plan instruction using appropriate resources, materials, technology and activities to engage students in meaningful learning based on their instructional goals.

Pre-Field Internship

B. Classroom EnvironmentThe candidate:





1. Maintains a culture which values the development of meaningful, caring, and respectful relationships

2. Recognizes and supports the role of the prepared classroom/therapy environment as a necessary element to support optimal learning opportunities.

3. Uses classroom and other resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.

4. Assesses classroom and other resources in order to make adaptations and accommodations required to differentiate instruction for all learners.

5. Identifies opportunities for productive family and community contact.

6. Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

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C. Instructional DeliveryThe candidate





1. Uses effective verbal and non-verbal communication techniques.

2. Uses effective questioning and discussion techniques.

3. Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate instructional strategies, which reflect evidence of student engagement, new learning and assessment.

4. Uses technology as an effective teaching and learning tool.

5. Provides appropriate progress feedback to students in a timely manner.

6. Uses active student engagement during instructional delivery.

7. Uses formal and/or informal assessment to measure student responsiveness to instruction.

8. Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary.

9. Clearly communicates instructional goals, procedures and content.

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D. Professional ConductThe candidate:





1. Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines; including, but not limited to, grading, attendance, lesson plans, data keeping, parent communication, and inter-school needs.

2. Demonstrates knowledge of and participates in district, college, regional, state and/or national

professional development growth and development opportunities.

3. Exhibits integrity, ethical behavior and professional conduct as stated in the “PA Code of Professional Practice & Conduct for Educators,” as well as local, state and federal laws and regulations.

4. Applies safety precautions and procedures

5. Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.

6. Develops and maintain professional relationships with school colleagues.

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Pre-Field InternshipE. Assessment and Evaluation

The candidate:





1. Identifies various types of assessment tools used in instruction including formative, summative, benchmark, behavioral, diagnostic, cognitive, affective and psychomotor.

2. Makes norm-referenced and criterion-referenced interpretations of assessment results.

3. Applies interpretations to inform planning and instruction for groups and individual students.

4. Applies interpretations of status (PSSA) and growth (PVASS) assessment models to inform planning and instruction for groups and individual students.

5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.

6. Constructs assessments to match curricular goals along a continuum of complexity (e.g. Bloom’s taxonomy).

7. Assesses their own professional growth through focused self-reflection.

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F. Knowledge of Diverse LearnersThe candidate:





1. Reports on the unique characteristics and learning needs of diverse learners (age, gender, culture or ability) in the classroom

2. Recognizes and supports elements of a positive learning environment that values and models respect for all students.

3. Differentiates instruction to meet the needs of diverse learners that promotes successful educational performance.

4. Recognizes policies and procedures designed to ensure that all students, particularly those traditionally underserved, are valued in the school.

5. Reports on effective practices and opportunities designed to communicate with and engage families, caregivers, and the broader community.

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