STUDENT TEACHING HANDBOOK - purpose of the student teaching handbook ... Formal Classroom Observation ... To provide opportunities for reflecting upon and assessing a philosophy of

STUDENT TEACHING HANDBOOK

A Guide for:

Teacher Candidates

Cooperating Teachers University Supervisors School Administrators

Prepared by the Faculty

of the College of Education

Department of Exceptionality Programs

Department of Innovation, Technology and Supply Chain Management

Department of Music, Theatre, and Dance Department of Teaching and Learning

BLOOMSBURG UNIVERSITY OF PENNSYLVANIA BLOOMSBURG, PENNSYLVANIA

College of Education

STUDENT TEACHING HANDBOOK

Created, Fall 2009 Revised, Summer 2012 Revised, Summer 2015 Revised, Winter 2017

FOREWORD Teaching is one of the most demanding, stimulating, and rewarding of all professions. The student teaching experience is one that provides opportunities to participate in the major activities required of teachers today: to plan, implement, and evaluate effective learning procedures and activities; to select and use instructional materials that facilitate learning; to develop the techniques of self-evaluation; to adapt to the social and professional framework of the educational institution; and to assume the role of the teacher in the community.

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USEFUL INFORMATION

Interim Dean, College of Education 570.389.4005

3106 McCormick Center for Human Services

Director for Education Preparation and Training Programs

3103-B McCormick Center for Human Services 570.389.4608

Teacher Education Admission Packets/Teacher Certification 570.389.5128

3103-C McCormick Center for Human Services

Chairperson, Department of Teaching and Learning 570.389.4032


Chairperson, Department of Exceptionality Programs 570.389.4074

106 Navy Hall

Chairperson, Department of Innovation, Technology and 570.389.5321

Supply Chain Management

366 Sutliff Hall

Chairperson, Department of Music, Theatre and Dance 570.389.4284

262 Haas Center for the Arts

McDowell Institute Teacher Excellence in 570.389.5222

Positive Behavior Support

214 Navy Hall

Office of Planning and Assessment 570.389.4024


Center for Professional Development and Career Experience 570.389.4070

Development Center

Office of Financial Aid 570.389.4279

119 Warren Student Service Center

Student Health Center 570.389.4451

324 Kehr Union Building

PA Department of Education http://www.education.pa.gov 570.783.6788

Bloomsburg University Webpage http://www.bloomu.edu/coe

Act 24 Arrest/Conviction Report and http://www.education.state.pa.us

Certification Form

Act 34 Criminal History Clearance http://epatch.state.pa.us

Act 114 FBI Clearance http://www.pa.cogentid.com

Act 126 Protecting Pennsylvania’s Children http:reportabusepa.pitt.edu

Recognizing and Reporting Child Abuse:

Mandated and Permissive Reporting in Pa

Act 151 Child Abuse Clearance http://www.compass.state.pa.us/cwis/public/home

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http://www.education.pa.gov/

http://www.bloomu.edu/coe

http://www.education.state.pa.us/

http://epatch.state.pa.us/

http://www.pa.cogentid.com/

http://www.compass.state.pa.us/cwis/public/home

Introduction

The purpose of the student teaching handbook is to be a reference to everyone involved in the

student teaching experience – student teachers, cooperating teachers, and University

Supervisors. We have designed this handbook to provide relevant information during this

important phase in your program. We are so fortunate at Bloomsburg University to have

established such wonderful partnerships with the PreKindergarden-12 schools and the

professional education community. We hope that this document provides you with answers and

tips to make the supervision of our students easier.

For the student teacher, the student teaching semester will be one of challenges and rewards.

This will be a semester filled with many new experiences in which you will encounter delight as

well as stress. Your first priority is to take care of yourself so that you remain healthy all

semester.

To the cooperating teachers and supervisors of student teaching, I would like to thank you for

your dedication to this final chapter for our students at Bloomsburg University.

I would like to thank the members of the committee for their commitment and dedication in

compiling this document. The Teacher Education Program, the students, faculty members, and

PK-12 educators will benefit from their hard work. Congratulations on reaching this level in

your program, and I wish you success on your future endeavors.

Respectfully,

Darlene E. Perner, Ed.D.

Interim Dean

College of Education

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TABLE OF CONTENTS

Foreword…….……………………………………………………………………………. i Useful Information………………………………………………………………………..ii Introduction………………………............................……………………………….…. iii List of Appendices………………………………………………………………………..v

Section I Introduction and Framework .....................................................................................1

Vision of the Unit ............................................................................................1 Mission Statement .........................................................................................1 Philosophy of Student Teaching ............................................................................ 1 Objectives of Student Teaching .....................................................................1 Conceptual Framework of the Professional Education Unit ...........................3 Values of the Professional Education Unit .....................................................4 Professional Beliefs .......................................................................................5 Professional Dispositions of the Conceptual Framework ...............................6

Section II Roles and Responsibilities of the Teacher Candidate ..............................................8

Professional Responsibilities of the Teacher Candidate ................................8 Minimum Requirements for Each Student Teaching Placement ....................9 Orientation Experiences of the Teacher Candidate ....................................... 10 Routine Classroom Matters ........................................................................... 12 Learning About the Students ......................................................................... 13 Determining Available Instructional Materials ................................................ 14 Making Detailed Observations ....................................................................... 15 Assisting the Cooperating Teacher ................................................................ 15 Planning for Teaching .................................................................................... 16 Daily Planning ................................................................................................ 17 The Teacher Candidate’s Self-Evaluation ..................................................... 17 Unit Planning ................................................................................................. 17

Evaluation of the Teacher Candidate’s Professional Growth ................................... 18 Purpose of Evaluation .................................................................................... 18 Guidelines for Evaluation ............................................................................... 18 Evaluation Procedures ................................................................................... 19

What the University Supervisor Looks For ................................................................ 20 Forms to be Completed by the University Supervisor .................................... 21 Reasons and Processes for the Removal of a Candidate From

Student Teaching Placement ..................................................................... 22

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TABLE OF CONTENTS (continued)

Section III Roles and Responsibilities of the University Supervisor .......................................... 24

Duties of a University Supervisor .................................................................. 24 University Supervisor Observations .............................................................. 26

Section IV Role and Responsibilities of the Cooperating Teacher ............................................ 27

Orientation of the Teacher Candidate ...........................................................27 Observation by the Cooperating Teacher ..................................................... 28 Conferences between Cooperating Teacher and Teacher Candidate .......... 29 Evaluation of the Teacher Candidate ........................................................... 29

Other Responsibilities of the Cooperating Teacher ................................................. 30 Acknowledging the Service of the Cooperating Teacher ......................................... 30 Forms to be Completed by the Cooperating Teacher .............................................. 31 Duties of the Cooperating Teacher Checklist .......................................................... 32

Section V Role of Cooperating Principal .................................................................................. 34

List of Appendices Appendix A: Quick Reference ............................................................................... 35 Appendix B-1: Pennsylvania’s Code of Professional Practice

and Conduct for Educators .............................................................. 36 Appendix B-2: Code of Ethics of the Education Profession (NEA) ........................... 40 Appendix C: Correlation between the Danielson Framework for Teaching and the Interstate Teacher Assessment and Support Consortium (InTASC) Standards ......................................................................... 43 Appendix D: Tips for the Student Teacher ............................................................ 46 Appendix E: Unit Plan and Scoring Guide ................................................................... 47 Appendix F: Formal Classroom Observation Form. ................................................... 51 Appendix G: Final Evaluation Form ............................................................................... 52 Appendix H: Bloomsburg University Evaluation Sheet-for the PDE 430 Form....... 53 Appendix I: Cooperating Teacher Personnel Record Form..................................... 55 Appendix J: Emergency Information Form .................................................................. 56

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SECTION I COLLEGE OF EDUCATION

Introduction and Framework

VISION OF THE UNIT The College of Education is dedicated to preparing passionate, knowledgeable, and creative

professionals committed to academic excellence and social justice. 1 MISSION STATEMENT

Understanding strength lies in diversity, the College of Education places well-being of learners first—fostering ethical and qualified professionals through education, scholarship, and service. 1

PHILOSOPHY OF STUDENT TEACHING

Bloomsburg University of Pennsylvania is committed to the preparation of teachers of the highest quality. The qualities expected of teacher candidates must be developed through cooperation among the student teacher, cooperating teacher, University Supervisor, and school administrator.

The emphasis of the student teaching experience is on developing broadly educated individuals who are knowledgeable in areas of specialization and multiculturalism, skilled in pedagogy, technologically proficient, and cognizant of learners’ needs.

OBJECTIVES OF STUDENT TEACHING

The student teaching program is a planned and carefully supervised learning experience within an educational environment. This experience provides students with opportunities to integrate the principles, theories, and methods developed in university classes. The insights gathered in the field will assist in developing a philosophy of education and a personal teaching style based on self- reflection and feedback from students, cooperating teachers, and the University Supervisor. The ten most important objectives of student teaching are:

1. To provide opportunities to become self-directed. 2. To provide opportunities for reflecting upon and assessing a philosophy of education. 3. To provide experiences under full-time supervision for the teacher candidate to direct

teaching-learning situations. 4. To provide experiences in using methods, techniques, and instructional materials and

technologies that prove to be the most effective in educational settings. 5. To provide opportunities for developing desirable professional interests, attitudes, ideas, and

techniques of teaching through self-evaluation. 6. To provide feedback for the teacher candidate through continuous evaluation by the

cooperating teacher and University Supervisor. 7. To provide experiences for understanding of the actual working conditions of a public school,

intermediate unit, and/or approved educational setting. These experiences will include acquaintance with educational policies, regulations, committees, records, reports, and other mechanical aspects of the educational facilities.

1 Approved by the College of Education faculty on Monday, November 14, 2016

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OBJECTIVES OF STUDENT TEACHING (continued)

8. To provide experiences for observation and participation in extra-curricular activities.

9. To provide opportunities for the teacher candidate to become aware of the importance of human relations as they apply to students, faculty, parents, and members of the community at large.

10. To provide experiences to the teacher candidate in recognition of and fostering of individual and cultural differences found among students.

The Bloomsburg University’s Director of the Office of Field Experiences is responsible for

placement of teacher candidates. Permission from the University Supervisor, Department Chairperson, and Director of Field Experiences is necessary for any change in placement.

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CONCEPTUAL FRAMEWORK

Overview

A conceptual framework enables a unit to articulate and share with its professional community its way of

seeing, thinking and being. This way of seeing, thinking and being encapsulates the sense of the unit

across all unit programs. In addition, it sets forth the operational manner of the unit regarding what

candidates should know (content knowledge) and be able to do (curricular, technological and

pedagogical knowledge and skills), and the kinds of assessments and evaluation measures needed to

produce the desired results in candidates performance. (Dottin, xviii)

The Conceptual Framework of the Unit establishes an integrated vision for teaching, learning, professionalism

and educator preparation at Bloomsburg University. It provides the foundation for the institution’s philosophical

underpinnings, beliefs and values as well as outlines the proficiencies we emphasize and our commitment to the

preparation of effective education professionals. Additionally, it guides the planning, development and

implementation of programs and ensures connections between coursework, field experiences, student teaching

and unit-wide assessment practices. The Conceptual Framework reflects our commitment to developing high

professional standards, instilling candidates with the necessary skills for problem solving, preparing students to

excel in collaborative professional settings, valuing the necessity of life-long learning, and preparing educators

to work effectively with diverse populations. All initial teacher education programs focus on the development

of the required knowledge, skills, and professional dispositions to ensure that candidates are prepared to meet

all Unit, state and professional standards at the completion of their program. Advanced Programs emphasize the

same knowledge, skills and dispositions as described for Initial Programs, as well as those identified through

application of the Rigor and Relevance Framework.

The faculty members of the Unit have also identified the core candidate proficiencies related to the expected

knowledge, skills and dispositions for effective practice. In addition to this, Unit faculty members have

identified the key professional dispositions that educators must possess to interact effectively with students,

families, colleagues and communities. The emphasis on dispositions reflects the critical importance of

professional behaviors and the high degree of value placed on developing professional attitudes, values and

beliefs within the Professional Education Unit.

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Values of the Professional Education Unit

In the Professional Education Unit at Bloomsburg University of Pennsylvania, we value and are committed to:

Uphold Professional and Ethical Standards

Candidates consistently honor the law and demonstrate professional integrity through

behaviors that reflect national, state and institutional ethical standards.

Embrace Diversity Candidates demonstrate fairness, empathy and compassion based on their belief that everyone can learn. Candidates actively seek out multiple perspectives and diverse experiences to address the academic, interpersonal and emotional needs of ALL learners.

Engage in Collaborative Endeavors Candidates demonstrate professional interpersonal and communication skills. These skills are used to promote positive partnerships (with and between learners: students, families, colleagues, other school professionals and the global community) to support achievement of learning outcomes.

Reflect and Problem Solve Candidates demonstrate the ability to make informed decisions through systematic reflection and problem solving. Critical and creative thinking is used for identifying and implementing strategies for improving academic, interpersonal and emotional learner outcomes.

Value Life-long Learning Candidates engage in professional growth and encourage curiosity and inquiry as reflective agents of change by sharing knowledge responsibly and participating as a community resource.

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Bloomsburg University – College of Education Professional Beliefs

We believe effective educational professionals apply their knowledge, skills, and dispositions to:

1. Plan Coherent Practice and Pedagogy

1.1. Demonstrate Knowledge of Discipline-Specific Content 1.2. Demonstrate Knowledge of Content-Related Pedagogy 1.3. Demonstrate Knowledge of Standards for Performance Outcomes 1.4. Demonstrate Knowledge and Recognition of the Diverse Needs and

Interests of Learners 1.5. Design Effective Instruction and/or Service Using Internal and External

Resources 1.6. Plan for the Effective Use of Volunteers and/or Other Professional to

Enhance Learning

2. Create Inclusive Environments Conducive to Optimal Learning

2.1. Demonstrate Belief that Everyone Can Learn 2.2. Establish Learning Environments Based on Mutual Respect and Rapport 2.3. Demonstrate an Understanding of How Cultural Identities Shape

Professional Expectations and Practices 2.4. Demonstrate an Understanding of Cultural Similarities and Differences

Through Instruction and/or Service to Optimize Learning 2.5. Differentiate Practices and Curricula to Ensure Fairness and Value Diversity 2.6. Establish and Communicate Clear Behavioral Expectations 2.7. Structure and Monitor Learning Environment to Support Academic,

Interpersonal, and Emotional Performance Outcomes of Learners 2.8. Organize and Manage Instructional Environment

3. Ensure Effective Instruction and Assessment

3.1. Communicate Clear Learner Expectations, Content Explanations, and Guidance/Feedback

3.2. Engage Everyone in Varied Learning Activities and Resources 3.3. Monitor and Differentiate Relevant Instruction and/or Service to Meet the

Needs of Learners 3.4. Provide Opportunities for Individual and Collaborative Problem Solving

through Critical and Creative Thinking 3.5. Design and Use Formative and Summative Assessments Congruent with

Performance Outcomes of Learners 3.6. Maintain and Analyze Data for Use in Monitoring Learner Progress and

Differentiating Instruction and/or Service 3.7. Utilize Technology Effectively to Enhance Learning

4. Exhibit Professionalism

4.1. Demonstrate Decision-Making Aligned with Professional Ethical Standards 4.2. Participate in Reflective Inquiry for Professional Growth 4.3. Collaborate and Communicate with Colleagues, Families, and Community

Members to Meet the Needs of Learners 4.4. Engage in Professional Growth Opportunities and Resources at Local,

State, National or International Levels 4.5. Engage in School Initiatives, Activities and Events to Enhance the Learning

Community 4.6. Demonstrate Individual and Collaborative Problem-Solving Skills 4.7. Remain Current and Appropriately Use New Instructional Technologies

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Bloomsburg University – College of Education Professional Dispositions

3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non‐academic factors predict candidate performance in the program and effective teaching.

CAEP Accreditation Standards and Evidence: Aspirations for Educator Preparation located at:

http://edsource.org/wp-content/uploads/commrpt.pdf

The dispositions of the conceptual framework serve to represent the Unit’s understanding of the attitudes and behaviors expected of educational professionals. These dispositions are modeled and encouraged by members of the Unit. Candidates are expected to demonstrate professional dispositions as a reflection of the values they hold.

Uphold Professional and Ethical Standards Honors the law and demonstrates professional integrity through behaviors that reflect national, state and institutional ethical standards.

Complies with university and school district policies and procedures (e.g., meets expectations, produces quality work,

exhibits academic honesty, demonstrates good citizenship)

Adheres to local, state and federal rules and laws (e.g., creates a safe environment for students, demonstrates ethical

conduct, maintains professional relationships)

Communicates with honesty and integrity (e.g., uses appropriate language, maintains confidentiality, treats all people

with respect and dignity)

Displays a professional demeanor (e.g., dresses appropriately, meets attendance expectations, actively participates in

class)

Adheres to all the professional standards, including the use of technologies (e.g., accesses authorized websites, uses personal electronic devises as appropriate)

Embrace Diversity Candidates demonstrate fairness, empathy, and compassion based on their belief that everyone can learn. Candidates actively seek out multiple perspectives and diverse experiences to address the academic, interpersonal and emotional needs of ALL learners.

Exhibits fair treatment of others (students, colleagues, professionals, staff and families) (e.g., promotes social justice,

exhibits fairness in assessing students’ academic, social and emotional development, promotes respectful students’

interactions with others)

Interacts with sensitivity to community and cultural norms (race, ethnicity, age, gender, sexual orientation,

ability/disability and social economic status)

Values and responds to all aspects of a child’s well-being (cognitive, emotional, psychological, social and physical)

Utilizes a full range of differentiated instructional practices (e.g., considers students’ strengths, needs and experiences when planning instruction, uses flexible groupings for instruction, provides opportunities for all students to succeed)

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http://edsource.org/wp-content/uploads/commrpt.pdf

Engage in Collaborative Endeavors Candidates demonstrate professional interpersonal and communication skills. These skills are used to promote positive partnerships (with and between learners: students, families, colleagues, other school professionals and the global community) to support achievement of learning outcomes.

Meets professional expectations (e.g., seeks help in a timely manner, completes assignments on time, participates

equitably in teamwork, is punctual, follows procedures for extensions)

Considers and responds to multiple perspectives (e.g., incorporates professional feedback and constructive suggestions)

Demonstrates kind, caring and respectful interactions with others (e.g., maintains emotional control, responds

appropriately to actions and reactions of others, adapts to unexpected or new situations, acts from a positive frame of

reference)

Utilizes professional oral and written communication based on the purpose and audience (e.g., employs suitable tone of voice, and verbal and nonverbal expressions, uses grammatically correct sentences, exercises appropriate self- disclosure)

Reflect and Problem Solve Candidates demonstrate the ability to make informed decisions through systematic reflection and problem solving. Critical and creative thinking is used for identifying and implementing strategies for improving academic, interpersonal and emotional learner outcomes.

Accepts responsibility for personal actions or decisions (e.g., shows an understanding of policies and procedures for

professional behaviors and dispositions)

Solves problems proactively (e.g., recognizes problems and seeks resolutions, collaborates and problem solves with

others)

Seeks clarification and assistance as needed (e.g., seeks and utilizes human and material resources)

Engages in processes of continuous reflection based on relevant assessment data (e.g., utilizes systematic reflection processes for problem solving and modifying educational practices)

Value Life-long Learning Candidates engage in professional growth and encourage curiosity and inquiry as reflective agents of change by sharing knowledge responsibly and participating as a community resource.

Completes assigned tasks that demonstrate high personal and professional standards

Seeks to keep abreast of new ideas, evidence-based practices, and understandings in the field to improve instructional

practices and teaching activities (e.g., reads educational journals, attends professional meetings and conferences,

engages in professional discussions with others)

Demonstrates positive attitude toward learning through intellectual curiosity and participation in professionally-related

experiences (e.g., actively participates in class activities and professionally-related associations, exceeds expectations for

assignments, tasks and teamwork)

Reflects upon teaching practices (e.g., identifies areas of strengths and needs, engages in professional development

based upon self-reflection)

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SECTION II

Roles and Responsibilities of the Teacher Candidate

Many recognizable variables influence the amount of actual experience that student teachers will receive. These variables include the competence of the student teacher, the willingness of the cooperating teacher to share the class, modifications due to administrative decisions, extra-curricular programs, and curricular organizations. However, there are expectations that serve as standards upon which the Bloomsburg University teacher education program is based. During the initial week(s) of the experience, the student teacher should: (1) become familiar with the school environment; (2) assist the cooperating teacher; (3) review the planned courses of the grade, subject, and school; (4) gradually assume teaching responsibilities; and (5) plan for the remainder of the semester. Bloomsburg University expects a strong commitment to the student teaching experience.

PROFESSIONAL RESPONSIBILITIES OF THE TEACHER CANDIDATE

The teacher candidate should:

1. Coordinate arrival and departure times to and from school with those of the assigned school. The student teacher should not request permission to leave early or arrive late. Daily attendance is required.

2. Permission for all other absences must come from the University Supervisor. The

University Supervisor must be notified before the cooperating teacher. Notify the University Supervisor and cooperating teacher, in a timely manner, of an absence due to an illness. Excessive absences, depending on the reason, may be made up at a time specified by the University Supervisor with the agreement of the cooperating teacher. Excessive absence is defined as more than three days in an assignment. The student teacher must secure permission from the University Supervisor more than one day in advance of the date of an interview leading to a teaching position.

3. Observe high standards of professional ethics; for example, never speak disparagingly

or negatively of the school, the school personnel, or the students. (See Appendix B-1& B-2.)

4. Demonstrate the highest professional standard in the use of language, writing, use of

electronic media and personal behavior—both in and out of the classroom.

5. Use tact and discretion to guide actions in the faculty room. The student teacher can do more there to gain or lose acceptance by the regular faculty than anywhere in the school. The student teacher should stay out of arguments, listen well, attend to work, and criticize no one.

6. Dress in professional attire in accordance with district/site specific policies.

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PROFESSIONAL RESPONSIBILITIES OF THE TEACHER CANDIDATE (continued)

7. Inform the University Supervisor immediately if involved in any official legal situations/violations. (i.e., theft, alcohol-related violations, illegal drugs)

8. Abstain from accepting gifts or monetary donations from University Supervisors.

Failure to comply with any of the professional responsibilities will result in the student

teacher being removed from the assignment. (Review page 22.) UNIT-WIDE MINIMUM REQUIREMENTS FOR EACH STUDENT TEACHING PLACEMENT THAT MEET InTASC AND FRAMEWORK TEACHING STANDARDS

A team of University Supervisors formed a consensus regarding minimum requirements for each student teaching placement. These requirements are aligned with the InTASC (Interstate New Teacher Assessment and Support Consortium) and the NCATE (National Council for Accreditation of Teacher Education). It is expected that reflections will be incorporated within all requirements. Individual departments may require additional artifacts or reasonable substitutions. The minimum requirements include:

1. Lesson Plans*: Must be written for lessons. Must be initialed and dated by cooperating teacher three days prior to teaching or as the host district designates.

2. Common Core Standards-based/Unit Plan*: 1 required per placement

3. Bulletin Board/Learning Center/Exhibit*: 1 required per placement

4. Focused Observations of Other Teachers/Service Providers: Minimum required = 1 per placement

5. Video recording + Written Lesson Plans + Written Critique of the Lesson*: Minimum required = 1

(Check district policy regarding parent/guardian releases for video recording)

6. Multi-media/Technology: Document evidence of the integrated use of technology in planning and instruction

Note: Any projects (learning centers, bulletin boards, etc.) constructed with district materials will

remain with the district.

(* Must include assessment data structure to demonstrate impact on PK-12 student learning)

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ORIENTATION EXPERIENCES OF THE TEACHER CANDIDATE

The first few days in the student teaching experience are an orientation period. Suggested activities during this time include becoming acquainted with the school, students, environment, cooperating teacher, and other school personnel. The orientation includes the following progressive series of experiences that gradually lead the student teacher into active teaching.

SCHOOL FACILITIES


1. Complete the Emergency Information Form and place in your classroom portfolio.

Please let the cooperating teacher know where this Emergency Information Form is located. When you submit your portfolio for evaluation, remove the form and carry with you. (See Appendix J.)

2. Tour the building locating the lunchroom, principal’s office, lavatories, gymnasium,

library, nurse’s room, faculty room, and special classrooms.

3. Become familiar with recreation areas.

4. Notice the provisions that have been made for bicycles, coats, individual lockers, and automobiles.

5. Notice the general upkeep of the building and the attempts made to beautify it.

SCHOOL PERSONNEL


1. Make a point to talk to the building administrator.

2. Become acquainted with as many of the staff as possible, especially advisors, curriculum directors, librarians, custodians, nurses, and office staff.

3. Arrange to observe other teachers/service providers in the building based on the

discretion of the cooperating teacher.

4. Become familiar with emergency procedures (e.g., fire drills, snow days, bomb threats), including restrictive movement/intruder drills.

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SCHOOL REGULATIONS The teacher candidate should:

1. Observe the morning and afternoon times that teachers enter and leave the school

building.

2. Learn the special supervisory duties of all teachers (lunch duty, recreation areas, rest rooms, study halls, and hall duty).

3. Determine the homeroom responsibilities of the cooperating teacher.

4. Learn what to do in case of student absence.

5. Become acquainted immediately with the approved classroom management

procedures of the cooperating teacher.

6. Review teacher/faculty and student handbooks including the student code of conduct.

7. Learn the responsibilities of the cooperating teacher for assemblies and for student supervision when passing to classrooms.

8. Notice how extra-class duties are assigned among teachers.

9. Become acquainted with the schedule of students who leave the room for special

classes.

10. Become familiar with library rules and policies.

11. Become familiar with the school calendar including daily and weekly schedules.

12. Check district policy regarding parent/guardian releases for photographing and video recording.

SAFETY PRECAUTIONS The teacher candidate should:

1. Learn what to do in the case of an accident and/or emergency.

2. Locate the nurse’s room.

3. Pay close attention to the policy regarding the dispensing of medication.

4. Locate the fire exits and routes and know the role of the teacher in emergencies and fire

drills.

5. Follow safety precautions for all classes.

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ROUTINE CLASSROOM MATTERS

REPORT FORMS The teacher candidate should:

1. Learn all reports the cooperating teacher is expected to keep.

2. Take the roll and keep the daily attendance records.

3. Learn the location of all supplies and the methods of filing and storing them.

4. Learn how to handle special permits and excuses.

5. Become familiar with the reporting and grading system of the cooperating teacher and the

assigned school.

6. Secure and become familiar with all record and report forms.

7. Follow the policies of the school district and respect the confidentiality of students.

SUPPLIES

The teacher candidate should adhere to school policies to the use of:

1. Classroom supplies and equipment.

2. Procedures for requisitioning classroom materials, supplies, and equipment for the next academic school year.

3. Copy machine or find out who does such work and the procedure for requesting copy

services. ROOM ENVIRONMENT AND MANAGEMENT


1. Follow routine methods used in distributing books, collecting papers, sharpening pencils, leaving the room, hanging coats, going to the library, taking attendance, preparing for lunch, and dismissing class.

2. Learn the activities peculiar to the classroom such as rest periods, recesses, special

projects, and buying lunch.

3. Study the methods used in relaying announcements from the office.

4. Observe the standards for orderliness and cleanliness.

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ROOM ENVIRONMENT AND MANAGEMENT (continued) The teacher candidate should:

5. Reinforce established disciplinary procedures.

6. Be aware of the general morale and school spirit.

7. Become sensitive to the care and attention given to learning environment such as bulletin

board arrangements, student exhibits, table displays, light adjustments, and temperature control.

LEARNING ABOUT THE STUDENTS

STUDENT STUDIES The teacher candidate should:

1. Learn the names of students.

2. Learn the methods used to group students and the flexibility of the groups.

3. Notice the special seating provisions needed for students of various stature, students with

vision or hearing problems, and students with physical disabilities.

4. Notice the use of student helpers in the classroom and of special school patrols.

5. Discover the methods of self-discipline or group management used by the class.

6. Find out the responsibilities of students for absences and tardiness.

7. Respect the confidentiality of students and follow the policies of the school district.

8. Refrain from any discriminatory statements and inappropriate actions.

RESOURCES


1. Make the most of any opportunities to speak to parents/guardians with the approval of the cooperating teacher.

2. Know the resource persons connected with the school system and community.

3. Study thoroughly all available records.

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DETERMINING AVAILABLE INSTRUCTIONAL MATERIALS

INSTRUCTIONAL SUPPLIES The teacher candidate should:

1. Read the inventory list for the assigned classroom.

2. Become familiar with the available textbooks, reference materials, and technology.

3. Know which materials the students are asked to buy.

4. Know the procedure for ordering or securing additional materials in advance of instruction.

RESOURCE MATERIALS


1. Examine thoroughly all relevant materials in the classroom made available by the cooperating teacher.

2. Become familiar with basic texts and all areas that will be covered.

3. Become familiar with the curricular sequence.

LIBRARY, CURRICULUM MATERIALS CENTER, AND MULTI-MEDIA RESOURCES


1. Find out what technology is available for instructional use.

2. Utilize subject-specific resources available.

3. Determine the most suitable technology.

4. Understand the system for securing, using, and returning equipment.

5. Adhere to all school district technology policies (e.g., internet and cell phones).

6. Complete forms necessary to adhere to district technology guidelines.

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MAKING DETAILED OBSERVATIONS


1. Make notes for questions and comments to be discussed later with the cooperating teacher. The cooperating teacher should also make notes for questions, answers, and comments to be discussed at planned conferences. The following list suggests areas for later analysis:

a. How are desirable work habits being developed? b. How is student attention gained and held? c. How is student initiative stimulated and how are individual and group

responsibility developed? d. What about discipline? How are conflicts and disputes being handled? e. How is student cooperation achieved and retained? f. What personal characteristics of teachers seem to create good student morale? g. How are routine procedures handled in the room? h. What standards are set for student behavior? What behavior exists? i. How are individual and group assignments made? j. How are subject matter and materials selected and used? k. How is a lesson introduced, developed, and evaluated? l. What is being done to differentiate instruction to meet the individual needs of all

students? m. What elements are included in the unit plan?

2. Talk to the cooperating teacher about observations to be certain that correct impressions

are being formed. Open and honest discussions between the student teacher and the cooperating teacher are essential to the student teacher’s growth.

ASSISTING THE COOPERATING TEACHER


1. Assist in grading papers, scoring tests, writing reports and graphing student progress.

2. Utilize electronic attendance, grading, and reporting systems.

3. Help in recreation areas during lunch and recesses. In no case is the student teacher expected to assume full responsibility for recreation supervision.

4. Maintain classroom management.

5. Use special abilities or special knowledge in art, music, storytelling, keyboarding, and

science.

6. Prepare materials to contribute during class discussion.

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ASSISTING THE COOPERATING TEACHER (continued)


7. Take charge of part of a period to read a story, teach a game, present a film, direct group work, supervise study, or present an assignment.

8. Help students in areas needing improvement. Assist students who have been absent.

9. Plan to accommodate the needs of all learners in the classroom.

10. Provide and integrate supplemental resources to class to enhance learning.

11. Be responsible for maintaining an orderly and attractive environment.

12. Assume responsibility of the room for intervals when conditions make this necessary.

For example, a visitor enters to whom the teacher needs to give undivided attention.

13. Propose new ideas or methods and interesting subject matter that may fit into the class and present them to the cooperating teacher.

14. React promptly to the suggestions of the cooperating teacher.

15. Be prepared for the next day before you leave school in the evening.

PLANNING FOR TEACHING

In collaboration with the cooperating teacher, the teacher candidate should:

1. Demonstrate knowledge of national and state common core standards, and assessment anchors. http://www.pdesas.org

2. Find out what has been previously taught.

3. Determine major thematic units or topics to be taught.

4. Understand how to make transitions into future thematic units or topics.

5. Study carefully the curricular materials to be used by the students.

6. Decide upon the specific objectives of the particular thematic units or topics.

7. Search for and/or develop additional multi-media materials.

8. Determine the best plan of organization.

9. Decide how to assess student progress including performance-based and alternative means of measurement.

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http://www.pdesas.org/

DAILY PLANNING

There may be a few experienced teachers who can teach by depending upon the “inspiration of the moment”, but the best teaching is based on careful planning. For that reason, great emphasis will be placed on thorough planning during student teaching. Careful planning and good organization are characteristic of all skilled teachers. Lesson plans are essential to give direction to teaching and provide for greater student growth. Such plans are actually a working guide. Nothing can contribute more to confidence in teaching than careful planning of what the teacher is to do and how student involvement is to be accomplished.

THE TEACHER CANDIDATE’S SELF-EVALUATION

Self-evaluation can play a vital role in the student teacher’s improvement. After each lesson or day’s activity, brief notes can be made reflecting how the needs and interests of the students were met as well as how learning could be improved. There should be an “Evaluation” section at the end of each day’s lesson plan for this purpose.

Self-evaluation provides important insights into teaching and it also suggests questions that will need answers if improvement is to continue. (These questions should be written out when they arise for later discussion during a conference.) If the conferences are held frequently, situations that could become problems will be reduced.

UNIT PLANNING

Long-range planning must be completed before starting a new section of subject matter. The cooperating teacher and University Supervisor will work closely with the student teacher in helping to plan adequately. The key person in planning is the cooperating teacher, who knows the daily planning needs. The working draft must be handed to the cooperating teacher for approval before beginning the unit. (See Appendix E for format.)

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All daily plans must be given to the cooperating teacher three days prior to instruction or at the designation of the host district. The student teacher will have lesson plans available for the University Supervisor at all times. The plans must be signed and dated by the

cooperating teacher verifying approval.

Evaluation of the Teacher Candidate’s Professional Growth PURPOSE OF EVALUATION

Evaluation is an integral part of supervision and teaching. Its emphasis is on increasing growth and self-direction. Evaluation encompasses the total student teacher development rather than some isolated aspect of teaching. Special emphasis is placed on student teacher adjustment and development as a person actively engaged in the learning experiences of students. The ultimate goal of evaluation procedures is to provide the student teacher with guidelines for self-improvement. Evaluation is not limited to a final grade in student teaching, but is an inseparable part of the ongoing work of a teaching career with major emphasis on individual growth in the varied aspects of teaching performance.

GUIDELINES FOR EVALUATION

The conceptual framework adopted by the College of Education serves as a guide in the evaluation of the teacher candidate and includes the following principles:

1. Evaluation should be in terms of objectives and purposes that are clearly stated.

2. The University Supervisor and the cooperating teacher will share in the

evaluation process.

3. Evaluation should be continuous.

4. Evaluation of the teacher candidate’s progress should lead toward increasing effectiveness in self-evaluation.

5. Evaluation should be based on specific evidence and achievement should be clearly

indicated.

6. Evaluation should provide a written record of teacher candidate growth and should not be so time-consuming that it distracts from the cooperating teacher’s planning, conferring, and contributing to the teaching/learning process.

7. Evaluation should be primarily informal and cooperative.

8. Evaluation should be carried on in a variety of teaching/learning activities in which

competence is observable.

9. Evaluation should result in specific suggestions for the teacher candidate to apply in subsequent lessons.

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EVALUATION PROCEDURES

The evaluation process in student teaching may take many different forms. Several suggested here may be of value to the student teacher.

CONFERENCES

Frequent conferences should be held between the teacher candidate and cooperating teacher. There is no specific time that seems best for conferences, but ample time should be made available. Many times the conference will take place at the end of the day, providing for immediate evaluation and lead time in planning the next day’s work. Other conferences will take place during the teacher’s preparation period. Conferences may be informal and short, but sufficient time should be available to “talk things through.” It is suggested that at least one formal conference should be held each week.

Approach the conference as a positive interchange. It should not be a lecture, but rather a discussion or conversation on a professional level providing an opportunity for the teacher candidate to discuss difficulties and for the cooperating teacher to make suggestions for the improvement of teaching and learning. The teacher candidate may request a conference with the cooperating teacher whenever needed. The teacher candidate should not feel self-conscious about the conference. The purpose is not to point out what the teacher candidate did wrong, but rather to stress a different way or an improvement in the learning process tailored for the particular student, classroom, or curriculum. Praise rather than censure should dominate the conference. Conferences give security to the teacher candidate, provide constructive and cooperative thinking, and provide an opportunity for developing effectiveness in self-evaluation.

The conference, whether it is between teacher candidate and cooperating teacher, or teacher candidate, cooperating teacher, and University Supervisor, provides the most effective means of giving direct and immediate counsel to the teacher candidate and of sharing the teacher candidate’s thinking on professional and even personal matters.

COOPERATING TEACHER’S EVALUATION OF TEACHER CANDIDATE

Cooperating teachers have an important function in the evaluation of the teacher candidate. As close associates of the teacher candidate, they have a first-hand opportunity to observe teacher candidate growth on a continuing basis. They may use some form of check sheet for evaluating each lesson given by the teacher candidate or may merely keep informal notes. It is strongly recommended that cooperating teachers write weekly appraisals of teacher candidate growth and share them with the University Supervisor. The information gained from all of these observations and sources is of little value unless discussed with the teacher candidate. The daily conference becomes a valuable, constructive means of helping the teacher candidate to grow and to find satisfaction in the teaching profession.

During each student teaching assignment, the cooperating teacher will complete formal observations, evaluations, and conferences. While the University Supervisor has the responsibility for the final decision regarding student teaching grades, the recommendations of cooperating teachers are of the utmost importance. Discretion should be used when discussing the teacher candidate’s final grade until consultation with the University Supervisor has occurred.

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COOPERATING TEACHER’S EVALUATION OF TEACHER CANDIDATE (continued) The specific evaluation activities which cooperating teachers should plan are:

1. Written evaluative comments.

2. Completion of at least two of the student teacher formal observation/conference forms during each placement for the student teacher.

3. Completion of the Mid-point and Final Student Teacher Evaluation Form

(See https://bloomsburg.psd.pls3rdlearning.com/) Click on PSD login Enter your school email address If you have not received a password, click on “Don’t know your

password?”, and one will be sent to your email account

Participant information will be added to the PSD system at the beginning of each semester

4. Completion of the Program/Placement Evaluation Form (See https://bloomsburg.psd.pls3rdlearning.com/)

UNIVERSITY SUPERVISOR EVALUATION OF THE TEACHER CANDIDATE The University Supervisor, with the aid of each cooperating teacher, will be making a continuous evaluation of the teacher candidate. This will be accomplished through regular visits and observations and through conferences with the cooperating teacher and the teacher candidate. The University Supervisor and cooperating teacher work together as a team to effect the continuous professional growth of the teacher candidate. The University Supervisor shall make a minimum of four visits per half semester, two of which should be formal observations. The University Supervisor has the responsibility for the final decision regarding the teacher candidate's grade(s).

When regular visits have not occurred, the cooperating teacher is to first contact the University Supervisor, then the department chairperson, and finally the dean in order to discuss the lack of visits.

In preparation for visits, the teacher candidate should remember that University Supervisors expect to observe a regular part of the day’s teaching and will not ordinarily require that a particular type of lesson be taught. Often, they will wish to see the same class or subject taught at a later time in order to observe evidence of growth and to make allowances for variations in class behavior.

What the University Supervisor Looks For

In each visit to the classroom, University Supervisors will be looking for many things, all of which will give a basis for judging the teacher candidate’s effectiveness as a future teacher. In particular, the evaluation will focus on the four domains of the educational framework, including: (1) planning and preparation, (2) classroom environment, (3) instruction, and (4) professional responsibilities, as designated on the Student Teacher Evaluation Form (Final) and PDE 430.

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https://bloomsburg.psd.pls3rdlearning.com/


What the University Supervisor Looks For (continued) In lesson plans, University Supervisors look for clear purposes and correlation with previous lessons and experiences. They are concerned about awareness of group and individual differences and the ability to meet the needs and interests of the class. The use of multi-media, textbooks, teaching aids, and technology will be evaluated. Varieties of method and technique are important parts of the evaluation.

University Supervisors will want to know if the teacher candidate is able to manage the classroom and meet the needs of individuals. Is the teacher candidate able to take care of the many little routine details that are part of teaching? University Supervisors will have a conference with the teacher candidate following observations to discuss reactions to what has been seen. The teacher candidate should request additional conferences as needed. The conference will be more helpful to the teacher candidate if pertinent questions are raised about observed strengths and weaknesses.

FORMS TO BE COMPLETED BY THE UNIVERSITY SUPERVISOR

1. Student Teaching Observation and Conference Form May be used by University Supervisors and cooperating teachers to provide written feedback to students regarding strengths/concerns of the teacher candidate during each observation. Three copies will be made—one each to be maintained by the teacher candidate and the cooperating teacher and one to be kept by the University Supervisor. (See Appendix F or https://bloomsburg.psd.pls3rdlearning.com/) (See p 20, item 3, for login directions)

2. Lesson Plan Evaluation Used by the University Supervisor to ensure the teacher candidate plans lessons appropriately. The form may be accessed at https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

3. Unit Plan Evaluation Used by the University Supervisor to ensure the teacher candidate develops a unit of study (or equivalent design at the designation of the University Supervisor) appropriately. A central component of this assessment is the integrated measure of impact on K-12 student achievement. The form may be accessed at https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

4. Student Teacher Evaluation (Mid-point/Final) Used by the University Supervisor and cooperating teacher to evaluate the teacher candidate’s mid-point and final proficiency in teaching. At the end of each assignment, one copy for each teacher candidate from the cooperating teacher and one from the University Supervisor are to be sent to the appropriate academic department office. (See https://bloomsburg.psd.pls3rdlearning.com/) (See p 20, item 3, for login directions)

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http://www.bloomu.edu/coe/assessment_instruments




FORMS TO BE COMPLETED BY THE UNIVERSITY SUPERVISOR (continued)

5. PDE 430 Statewide Evaluation Form for Student Professional Knowledge and Practice Mandated evaluation form completed by University Supervisor to evaluate pre-service teachers for certification in the state of Pennsylvania https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

REASONS AND PROCESSES FOR THE REMOVAL OF A STUDENT FROM STUDENT TEACHING PLACEMENT

Purpose: To establish reasons and processes for the removal of a teacher candidate from the student teaching assignment. Also included is the appeal process should a student disagree with such removal.

Policy: Teacher candidates are ultimately the guest of the cooperating school districts and as

such may be removed by the district officer. In such cases, the teacher candidate forfeits the right to student teach for the remainder of that assignment. (S/he may be reassigned by the university during the semester immediately following such removal.)

Policy: If convicted of a felony which is covered in the School Code and Act 34, the teacher

candidate will be immediately withdrawn from the student teaching assignment and will forfeit the time spent during the student teaching experience.

Policy: If indicted for a felony which is covered in the School Code and Act 34, there shall be

removal of the teacher candidate from the student teaching assignment until the matter is cleared.

Process: Immediately upon notification of the indictment, the chairperson of the department will

notify the teacher candidate of his/her suspension from the teacher candidate assignment. The teacher candidate will be assigned to a class or an independent study closely related to the activities that s/he would have had during the student teaching assignment. When the teacher candidate is cleared of the indictment, s/he will be readmitted to the student teaching assignment. Since no classroom experience or independent study can replace the actual classroom teaching experience, it may be necessary to extend the student teaching assignment to allow for these experiences. Should a teacher candidate wish to contest these decisions, the appeal process is outlined below.

Policy: If it is determined by the cooperating teacher and/or the University Supervisor that the teaching competency of the student is at an unsatisfactory level, the teacher candidate may be removed from the student teaching assignment. The teacher candidate will be assigned to a class or an independent study closely related to the activities that s/he would have had during the student teaching assignment.

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REASONS AND PROCESSES FOR THE REMOVAL OF A STUDENT FROM STUDENT TEACHING PLACEMENT (continued)

Process: The teacher candidate will be made aware of the areas of weakness and will be given

recommendations for improvement. Progress, or lack of progress, will be monitored by the cooperating teacher and/or the University Supervisor. Should no improvement be evident, a three-way conference with the teacher candidate, the cooperating teacher, and the University Supervisor will be held to discuss withdrawal of the teacher candidate from the student teaching experience. Should the teacher candidate choose not to withdraw, it will be recommended to the department chairperson that the teacher candidate be removed from the student teaching assignment. This action shall be done by the department chairperson and the dean of the College of Education.

Re-admission: A teacher candidate may be assigned to another placement under the following procedure:

1. The assignment will be made in the following year for the same semester in

which the teacher candidate has been removed.

2. Placement will be made only after an approved program of remediation has been successfully completed.

Recourse: Should the teacher candidate wish to grieve the decisions made in any of the steps

above, s/he will follow the grievance procedure as outlined by the University.

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SECTION III

Roles and Responsibilities of the University Supervisor

University Supervisors are responsible for guiding the learning experiences of the teacher candidate and for evaluating their progress. To this end, University Supervisors are to make visits during the student teaching semester.

Supervision of Student Teaching or Clinical Experience

Since the distance to be traveled and needs of individual students will effect specific demands placed on supervisors, the following are established as minimum criteria:

A. Supervisors of teacher candidates shall make a minimum of four visits per half

semester, two of which should be formal observations.

B. A visit is defined as a discussion with the cooperating teacher, teacher candidate, and supervisor concerning the progress of the teacher candidate. An observation consists of at least a review of the lesson plan, observation of the lesson, and post conference with appropriate feedback.

C. Documentation is required of all formal observations made by teacher candidate

supervisors. Three copies of the observation form should be made. The teacher candidate and cooperating teacher shall be given a copy of the observation form, and the supervisor shall retain a copy for his/her records.

D. The supervisor shall complete the PDE form 430 at least twice for each teacher candidate. These two forms are confidential and used for certification. One may be completed mid-semester and at the completion of the semester. (See https://bloomsburg.psd.pls3rdlearning.com/ ) (See p 20, item 3, for login directions)

DUTIES OF A UNIVERSITY SUPERVISOR

The University Supervisor is to:

1. Distribute the course responsibilities to students within the first week that specifies requirements and grading procedures (Academic Policies: 3264-Student Course Requirements and Progress Information).

2. Serve as liaison between the University and the cooperating school.

3. Formally observe and evaluate each teacher candidate a minimum of two times each

assignment. Two informal visits each assignment normally occur. One should occur within the first two weeks of each student teaching assignment. The other may be used for final evaluation conferences. More visits can be scheduled as necessary.

4. Serve as a consultant and organizer of the student teaching seminar.

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http://www.bloomu.edu/policies_procedures/3264

http://www.bloomu.edu/policies_procedures/3264

DUTIES OF A UNIVERSITY SUPERVISOR (continued)


5. Give the teacher candidate a preview of the experiences that may be expected during student teaching.

6. Help the teacher candidate plan the experiences during the semester to

realize established objectives.

7. Help the teacher candidate develop desirable patterns of conduct while in the school.

8. Hold, as necessary, conferences with cooperating teachers for the purpose of discussing the professional progress of the teacher candidates.

9. Develop a complete and comprehensive evaluation of each teacher candidate to include

a written evaluation for each placement.

10. Hold individual conferences with the teacher candidate for the purpose of discussing problems and progress.

11. Emphasize the importance of participation in and observation of civic activities in the

school and community.

12. Maintain written records of all visits, including the major recommendations made to each teacher candidate. These are to be available for six months after the teacher candidate has completed the student teaching semester as per University policy.

13. Initiate the preparation of each final teacher candidate placement evaluation by the cooperating teacher and file this evaluation with the appropriate academic department.

14. Observe proper school protocol and professional courtesy when visiting in the

cooperating schools.

15. File grades and teacher candidate evaluation forms for each teacher candidate with the Registrar and the appropriate academic department.

16. Evaluate the teacher candidate in collaboration with the cooperating teacher and hold a final evaluation conference with the teacher candidate.

17. Aid in conducting orientation sessions for new cooperating teachers.

18. Assure that proper payroll forms are on file in the department office.

19. Assist in continuous evaluation of the student teaching program.

20. Become well acquainted with the program, personnel, and policies of the school’s system.

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DUTIES OF A UNIVERSITY SUPERVISOR (continued)


21. Monitor the evaluations by the cooperating teacher. Provide the necessary guidance and forms as needed. The cooperating teacher to whom the teacher candidate is assigned will make at least two formal observations during each placement. (See https://bloomsburg.psd.pls3rdlearning.com/ ) (See p 20, item 3, for login directions)

22. Determine the procedures for each student teaching assignment and

communicate these to each teacher candidate.

23. Be available to have conferences with each teacher candidate.

24. Abstain from giving gifts or monetary donations to teacher candidates.

UNIVERSITY SUPERVISOR OBSERVATIONS

The supervisor’s classroom observations provide an opportunity for conferring with the cooperating teacher and the teacher candidate concerning the teacher candidate’s progress, strengths, and needs.

To help the University Supervisor make the most effective and knowledgeable observations, the teacher candidate is expected to provide a copy of the lesson plan, supplementary materials, and text upon request.

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SECTION IV

Role and Responsibilities of the Cooperating Teacher

Cooperating teachers are expected to conduct themselves professionally at all times. The cooperating teacher is obligated to help the teacher candidate plan, work with students, and gradually allow the teacher candidate to assume full-time teaching responsibilities. The cooperating teacher will follow the requirements of the University’s student teaching program.

The Pennsylvania Department of Education Chapter 354.25, Preparation Program Curriculum was used as a guideline, http://www.pacode.com/secure/data/022/chapter354/s354.25.html

Cooperating teachers will be selected and assigned based on the following criteria:

1. Have at least three years of teaching experience, one of which is in the school

entity to which the teacher candidate is assigned,

2. Have a teaching assignment appropriate to the subject competency of the teacher candidate, and

3. Have completed a program on observation and evaluation skills developed by

the college for the cooperating teacher. ORIENTATION OF THE TEACHER CANDIDATE

An atmosphere of acceptance is essential for success. Recognizing that the teacher candidate is an asset in the classroom can foster self-confidence.

The cooperating teacher will:

1. Provide a separate workspace and a collection of texts and materials for the

teacher candidate to use.

2. Prepare students for the arrival of the teacher candidate and encourage them to look upon the teacher candidate as a member of the teaching team. Experience shows that the attitudes of students have a tremendous influence on the success of the teacher candidate.

3. Introduce administrative, instructional, and support staff to the teacher candidate.

4. Assist the teacher candidate with finding available resources in the community.

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http://www.pacode.com/secure/data/022/chapter354/s354.25.html

OBSERVATION BY THE COOPERATING TEACHER

Observing lessons taught by the teacher candidate is essential for evaluation and guidance. The teacher candidate wants to know strengths as well as areas for improvement in regard to curriculum, instruction, and assessment. It is recommended that written records of teacher candidate performance be kept for reference in reviewing evidence of growth and in preparing the final evaluation. Evaluation forms may be accessed on the COE website at https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

The following is a suggested list of items that might be considered when observing a lesson:

PLANNING

1. Have prerequisite skills for the lesson been determined?

2. Is the purpose of the lesson clear to the teacher and student?

3. Are methods appropriate to the lesson?

4. Are students given an opportunity to share in planning when appropriate?

5. Is there continuity?

6. Can the teacher deviate from the plan without losing continuity?

7. Does the teacher summarize or conclude the lesson appropriately?

PERFORMANCE

1. Does the teacher enrich the lesson with material beyond the textbook or manual?

2. Are new lessons related to previous lessons and experiences?

3. Are concepts well developed?

4. Is there depth in the lesson?

5. Does the teacher show enthusiasm while teaching?

6. Do voice, appearance, and manner aid the lesson?

7. Is the motivation successful?

8. Are multi-media materials and technological resources used effectively?

9. Do questioning techniques create an atmosphere for critical thinking on the part of the students?

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PERFORMANCE (continued)

10. Were lesson objectives achieved?

11. What evaluation techniques were used? CONFERENCES BETWEEN COOPERATING TEACHER AND TEACHER CANDIDATE

Time for holding conferences is essential. From the first day, a set time should be provided for orientation, outlining teacher candidate responsibilities, establishing some expectations for the situation, and presenting an overview of the program.

The conference may deal with a number of items relating to teacher candidate growth. Matters of personal effectiveness, the policies and practices of the school, the interests, abilities, and background of students, provisions for individual differences, teaching procedures, the organization of the school, problems of control, the courses of study in classes which the teacher candidate will teach, and planning the daily and long-term activities of the students are worthy of conference time. The conference is designed to help the teacher candidate discuss problems and to exchange ideas and suggestions, thereby providing for the greatest possible growth leading to satisfaction and success in the teaching profession. Constructive criticism is essential. The cooperating teacher should identify strengths and areas of concern while providing opportunities for the teacher candidate to improve performance. The cooperating teacher should plan to discuss progress with the teacher candidate frequently. There should be a formal conference at least once each week. The teacher candidate wants and needs the guidance of the cooperating teacher.

EVALUATION OF THE TEACHER CANDIDATE

1. Evaluations should be based on conferences as described.

2. A written formal evaluation using the appropriate form will be completed at the end of each student teaching placement. For students completing their student teaching in one placement, formal evaluations will be completed at the mid semester and at the end of the semester. Formal observations/conferences should be completed each week of the student teaching assignment using forms approved by the University Supervisor. A conference should follow each observation. These observation reports should be kept on file and used as an aid in the final evaluation. Failure to complete the final evaluation form may result in a delay in processing the cooperating teacher's stipend. Refusal to complete the form or any portions of the final evaluation form will result in forfeiture of the cooperating teacher’s stipend. (See Appendices G and I)

https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

The cooperating teacher will confer with the University Supervisor throughout the semester concerning the teacher candidate’s progress. The cooperating teacher’s assessment of teacher candidate performance in the classroom will be considered by the University Supervisor in determining the final grade. The University Supervisor is responsible for the

29


EVALUATION OF THE TEACHER CANDIDATE (continued)

final grade given to the teacher candidate. Discretion should be used when discussing the teacher candidate’s final grade until consultation with the University Supervisor has occurred. The supervisor will monitor the evaluations by the cooperating teacher and provide the necessary guidance and forms as needed. The cooperating teacher to whom the teacher candidate is assigned will make at least two formal written observations during each placement. (See Appendices F and G) https://bloomsburg.psd.pls3rdlearning.com/

(See p 20, item 3, for login directions)

Other Responsibilities of the Cooperating Teacher

The cooperating teacher should:

1. Demonstrate exemplary teaching techniques.

2. Encourage professional growth through attendance at workshops and other in- service programs, professional meetings, and membership in professional organizations.

3. Be prepared to take over in any emergency with a minimum of embarrassment to

the teacher candidate.

4. Check the school records prepared by the teacher candidate.

5. Become thoroughly familiar with and support the Bloomsburg University student teaching program.

6. Take part in the training meetings, courses, and programs sponsored by

Bloomsburg University for its cooperating teachers. Standard IIIC of the Pennsylvania Department of Education General Standards for the Preparation of Teachers requires that cooperating teachers attend education sessions or seminars sponsored by the University.

7. Initiate corrective measures for any perceived problems, communicating course

of action to the University Supervisor.

Acknowledging the Service of the Cooperating Teacher

The cooperating teacher is compensated according to the guidelines established by the Pennsylvania State System of Higher Education. The stipends may vary depending on the number of teacher candidates per semester and/or the number of occasions one has served as a cooperating teacher.

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Forms to be completed by the Cooperating Teacher

1. Cooperating Teacher Personnel Record Form – In order to receive the stipend for having a teacher candidate, payroll forms must be completed by each cooperating teacher for each teacher candidate supervised. The stipends for cooperating teachers are determined by the Pennsylvania State System of Higher Education Board of Governors and are consistent among PASSHE universities. Forms will be distributed and must be on file at the University before payroll checks will be issued. Failure to submit such information or keeping pertinent information current will void and/or possibly delay payment until the next academic semester. If there are questions about this form or the stipend, please contact the director of the student teaching program. (see Appendix I) https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

2. Student Teaching Observation/Conference Form – Consult with the University Supervisor regarding the use of this form. At least two written formal observations of the teacher candidate per placement are required. https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

3. Student Teacher Evaluation Form (Mid-point/Final) – Used by the cooperating teacher at the end of each placement https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

The cooperating teacher will write an evaluative summary or letter of recommendation highlighting the teacher candidate’s qualifications for teaching. If extra space is needed, plain white paper with a heading may be attached. The heading includes the name of the teacher candidate, the words “Final Evaluation,” and date. Failure to complete the Student Teacher Evaluation Form may result in the withholding of the cooperating teacher’s stipend. (See Appendix G) https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions)

4. All assessment data must be submitted on PSD (Pre-Service Differently) for data management and analysis. Cooperating teachers may access the system and instructions for use at https://bloomsburg.psd.pls3rdlearning.com/ (See p 20, item 3, for login directions) Contact the University Supervisor or call (570) 389-4005 if questions or difficulties arise.

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Duties of the Cooperating Teacher Checklist ORIENTATION OF THE TEACHER CANDIDATE 1. Provide a separate workspace for the teacher candidate. 2. Introduce school personnel to the teacher candidate. 3. Review rules, regulations, and policies; give handbook, directory,

and calendar. 4. Familiarize with emergency procedures. 5. Provide textbooks, resource materials, and show location of media center. 6. Introduce to class as member of teaching team. 7. Supply class schedules. 8. Identify any health problems or concerns for students. 9. Give definite teacher candidate responsibilities for early involvement. 10. Begin seating charts. 11. Tour school facilities.

PLANNING WITH THE TEACHER CANDIDATE 1. Consider teacher candidate’s unit preference. 2. Provide guidance in long term, weekly, and unit planning—establish

goals and objectives. 3. Be available for assistance in planning and evaluating. 4. Check plans at least one day in advance so necessary changes can be made. 5. Inform of schedule changes.

INTERACTION WITH THE TEACHER CANDIDATE 1. Be enthusiastic and interested. 2. Provide continual and constructive evaluations of teacher candidate

performance on a daily basis. 3. Give constructive criticism, discuss alternative methods, and encourage

experimentation on a daily basis. 4. Keep discussions confidential. 5. Encourage questions and seeking of help. 6. Encourage the student teacher to keep a “log” of your discussions/comments.

TEACHING RESPONSIBILITIES OF THE TEACHER CANDIDATE 1. Increase involvement in teaching duties gradually. 2. Involve yourself, as appropriate, in extracurricular responsibilities and activities. 3. Assist with discipline and classroom control. 4. Provide time for visitations and observations. 5. Require involvement in professional meetings. 6. Use current professional periodicals and journals. 7. Become aware of parent-teacher conference techniques.

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Duties of the Cooperating Teacher Checklist (continued)

PROFESSIONAL DEVELOPMENT OF THE TEACHER CANDIDATE 1. Increase involvement in teaching duties gradually. 2. Encourage extracurricular responsibilities and activities. 3. Assist with discipline and classroom control. 4. Provide time for visitations and observations of other professionals. 5. Require involvement in professional meetings. 6. Use current professional periodicals and journals. 7. Share parent-teacher conference techniques.

33

SECTION V

Role of Cooperating Principal

The cooperating principal should:

1. Orient the teacher candidate to the general philosophy, goals, and standard procedures of the school district and building.

2. Provide a high-quality placement for each teacher candidate.

3. Observe the teacher candidate if time and schedule permit.

4. Be certain that all is well between the cooperating teacher, teacher

candidate, and University Supervisor.

5. Provide the teacher candidate with a status:

a. List names on school organization sheets. b. List teacher candidate’s name on duty sheets even if duty is

shared with cooperating teacher. c. Require teacher candidate to attend school meetings. d. Introduce teacher candidate to support personnel (custodians,

nurse, and coordinators). e. Assist in scheduling visitations to the board office, other

schools, and other rooms.

6. Develop among faculty the concept that participation in teacher education programs is a stimulating professional opportunity and responsibility.

7. Confer with the University Supervisor concerning the program of student

teaching whenever the need arises.

8. Facilitate the acceptance of the teacher candidate by the faculty.

9. Remind cooperating teachers that the responsibility to authorize teacher candidate absences lies with the University Supervisor.

10. Secure a certified substitute teacher in the absence of the cooperating

teacher. Legally, teacher candidates may not be used as substitute teachers.

11. Participate in University-sponsored training meetings/sessions/activities.

34

APPENDIX A

QUICK REFERENCE

WHAT TO DO IN CASE OF:

SITUATION: Illness, observations in other schools. CALL: University Supervisor and cooperating teacher.

SITUATION: Emergencies such as illness in family, funeral, job interview.

CALL: University Supervisor first and then cooperating teacher.

SITUATION: In-service days or meetings. CALL: Attend with cooperating teacher if district permits.

SITUATION: Inclement weather conditions which impede travel.

CALL: Listen to radio or TV reports which announce whether or not schools are open or delayed.

IMPORTANT PHONE NUMBERS Coordinator of Field Placements…………………………………………._____________________ Department Secretary……………………………………………………..._____________________ University Supervisor…………….. (Work)____________________(Home)_________________ Cooperating Teacher #1…………………………………………………….____________________ School Office #1……………………………………………………………..____________________ Cooperating Teacher #2…………………………………………………….____________________ School Office #2……………………………………………………………...____________________

NOTE: Those numbers not given above must be obtained from the supervisor, cooperating teachers and schools. ALWAYS check with your cooperating teacher and supervisor regarding proper procedure and permission to call the person at home.

35

APPENDIX B-1 (State)

Pennsylvania’s Code of Professional Practice and Conduct for Educators

Section 1. Mission The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession.

Section 2. Introduction

(a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P.L. 397, No. 141)

(24 P.S. §§ 12-1251—12-1268), known as the Teacher Certification Law, with adopting

a Code by July 1, 1991. See 24 P.S. § 12- 1255(a)(10). (b) This chapter makes explicit the values of the education profession. When individuals

become educators in this Commonwealth, they make a moral commitment to uphold these values.

Section 3. Purpose

(a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public.

(b) Professional educators recognize their primary responsibility to the student and the development of the student’s potential. Central to that development is the professional educator’s valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience.

36

APPENDIX B-1 (continued)

Section 4. Practices

(a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator’s conduct toward students and colleagues, and the educator’s employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section.

(b) Professional educators are expected to abide by the following: (1) Professional educators shall abide by the Public School code of 1949 (24 P.S. § § 1-101— 27-2702), other school laws of the Commonwealth, sections 1201 (a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P.S. §§ 1101.1201 (a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter. (2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintain high levels of competence throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases of discrimination is not all-inclusive. (5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. (6) Professional educators shall impart to their students principles of good citizenship and societal responsibility. (7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. (9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. (10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety.

37


Section 5. Conduct

Individual professional conduct reflects upon the practices, values, integrity and reputation of

the profession. Violation of §§ 235.6—235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation.

Section 6. Legal obligations (a) The professional educator may not engage in conduct prohibited by the act of December 12,

1973 (P.L. 397, No. 141) (24 P.S. §§ 12-1251—12-1268), known as the Teacher Certification Law.

(b) The professional educator may not engage in conduct prohibited by:

(1) The Public School Code of 1949 (24 P.S. §§ 1-101—27-2702) and other laws relating to the schools or the education of children.

(2) The applicable laws of the Commonwealth establishing ethics of public officials and public

employees, including the act of October 4, 1978 (P.L. 883, No. 170) (65 P.S. §§ 401—413), known as the Public Official and Employee Ethics Law.

(c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

Section 7. Certification

The professional educator may not: (1) Accept employment, when not properly certified, in a position for which certification is

required. (2) Assist entry into or continuance in the education profession of an unqualified person. (3) Employ, or recommend for employment, a person who is not certified appropriately for

the position.

38


Section 8. Civil Rights

The professional educator may not: (1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual

orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

(2) Interfere with a student’s or colleague’s exercise of political and civil rights and responsibilities.

Section 9. Improper personal or financial gain

(1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment.

(2) Exploit a professional relationship for personal gain or advantage.

Section 10. Relationships with students

The professional may not: (1) Knowingly and intentionally distort or misrepresent evaluations of students. (2) Knowingly and intentionally misrepresent subject matter or curriculum. (3) Sexually harass or engage in sexual relationships with students. (4) Knowingly and intentionally withhold evidence from the proper authorities about violations

of the legal obligations as defined within this section.

Section 11. Professional relationships

The professional educator may not: (1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a

professional right or privilege in being an educator. (2) Knowingly and intentionally distort evaluations of colleagues. (3) Sexually harass a fellow employee. (4) Use coercive means or promise special treatment to influence professional decisions of

colleagues. (5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses

to a governing agency actual or suspected violations of law, agency regulations or standards.

39

The Code of Professional Practice and Conduct for Educators can be found at 22 Pa. Code § §235.1 – 235.11. All questions should be directed to the Professional Standards and Practices Commission at 717.787.6576.

APPENDIX B-2 NATIONAL EDUCATION ASSOCIATION (NEA)

Code of Ethics of the Education Profession

Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form.

PRINCIPLE I

Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator—

1. Shall not unreasonably restrain the student from independent action in the pursuit of

learning.

2. Shall not unreasonably deny the student’s access to varying points of view.

3. Shall not deliberately suppress or distort subject matter relevant to student’s progress.

4. Shall make a reasonable effort to protect the student from conditions harmful to learning or to health and safety.

40

APPENDIX B-2: NEA (continued)

PRINCIPLE I

Commitment to the Student (continued)

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly—

a. Exclude any student from participation in any program.

b. Deny benefits to any student.

c. Grant any advantage to any student.

7. Shall not use professional relationships with students for private advantage.

8. Shall not disclose information about students obtained in the course of professional

service unless disclosure serves a compelling professional purpose or is required by law.

PRINCIPLE II

Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service.

In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator—

1. Shall not in an application for a professional position deliberately make a false

statement or fail to disclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute.

41

APPENDIX B-2: NEA (continued)

PRINCIPLE II Commitment to the Profession (continued)

4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position.

5. Shall not assist a noneducator in the unauthorized practice of teaching.

6. Shall not disclose information about colleagues obtained in the course of professional

service unless disclosure serves a compelling professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence

professional decisions or action.

--Adopted by the NEA 1975 Representative Assembly1

1 Reproduced from the NEA website, http://www.nea.org/info/code.html

42

http://www.nea.org/info/code.html

Correlation of Danielson Framework for Teaching to InTASC Standards page 1 of 3

Correlation between the Danielson Framework for Teaching and the Interstate Teacher Assessment and Support Consortium (InTASC) Standards Council of Chief State School Officers – ccsso.org

InTASC Standard Danielson Framework Component(s)

#1. Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Planning and Preparation 1b: Demonstrating Knowledge of Students 1c: Setting Instructional Outcomes 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning

#2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Planning and Preparation 1b: Demonstrating Knowledge of Students

#3: Learning Environment The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Classroom Environment 2a: Creating an Environment of Respect and Rapport Instruction 3c: Engaging Students in Learning

#4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Planning and Preparation 1a. Demonstrating Knowledge of Content and Pedagogy 1e: Designing Coherent instruction Instruction 3c: Engaging Students in Learning

APPENDIX C

43




#5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instruction 3a: Communicating with Students 3c: Engaging Students in Learning 3f: Demonstrating Flexibility and Responsiveness

#6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacherʼs and learnerʼs decision making.

Planning and Preparation 1f: Designing Student Assessments Instruction 3d: Using Assessment in Instruction

#7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Planning and Preparation 1b: Demonstrating knowledge of students 1e: Designing coherent instruction

#8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Instruction 3b: Using Questioning and Discussion Techniques 3c: Engaging students in learning

APPENDIX C

44




#9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Professional Responsibilities 4a: Reflecting on Teaching 4e: Growing and Developing Professionally 4f: Showing Professionalism

#10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Professional Responsibilities 4c: Communicating with Families 4d: Participating in a Professional Community 4f: Showing Professionalism

APPENDIX C

45

APPENDIX D

TIPS FOR THE TEACHER CANDIDATE


1. Smile. 2. Acquire a sense of humor--and use it. 3. Develop a pleasing voice. 4. Never talk down to students. 5. At all times reflect the demeanor expected of students, being pleasant, relaxed, and

businesslike. 6. Show enthusiasm for students' work. 7. Demonstrate genuine concern for students. 8. Learn students' names immediately. 9. Take time to find students' interests.

10. Try to be understanding while maintaining a professional attitude. 11. Take time to listen. 12. Learn about students' anxieties. 13. Laugh with students, not at them. 14. Give constant encouragement. 15. Give praise judiciously, but sincerely. 16. Show generous use of "please" and "thank you". 17. Compliment all students on good grooming. 18. Carefully learn and follow the rules of professional "distance". 19. Be firm--especially at the beginning. 20. Be consistent in expectations of student behavior and achievement. 21. Establish rules and policies that are simple enough to be workable. 22. Make sure students have perfect understanding of all the rules. 23. Practice fairness with determination. 24. Discourage tattling or informing. 25. Devote enough time to planning what is taught. 26. Establish and follow a definite schedule or routine that allows for some flexibility. 27. Find time to give individual help. 28. Provide meaningful enrichment activities for advanced students. 29. Provide long-term assignments for all students. 30. Make assignments specific and workable. 31. Maintain reasonable orderliness with books, papers, and supplies. 32. Share news items, poems and interesting personal events. 33. Allow for some free exchange of ideas without repression. 34. Respect student thinking and opinions. 35. Accept differences of opinions. 36. Permit students to make some decisions about room management. 37. Delegate responsibilities to elected officers. 38. Make ample use of student committees. 39. Establish a "conference corner" where students may settle their disputes. 40. Allow a few minutes of each day just for visiting. 41. Be prompt. 42. Follow the established administrative protocol in pursuing resolution of problems:

cooperating teacher, University Supervisor, department chairperson, and dean.

46

Unit Plan Format

1. Unit Author(s)/First and Last Name:

Course/School Name:

2. Introduction/General Information

Unit Title/Theme

Number of Lessons w/in Unit

Subject Areas of Interdisciplinary Integration

Grade Level(s)

Unit Summary and Rationale

3. Standards/Anchors

4. Unit Goals

5. Essential Question(s) for the Unit

6. Pre-Assessment: Completed at the start of the unit to determine the baseline of student knowledge

and competencies. Use pre-assessment data when analyzing student learning and teaching at the end of

the Unit plan reflection.

7. Content—Daily Lesson Plans (Use the prescribed lesson plan format)

8. Integration of Resources and Technology: List all materials, resources and technology (e.g.,

multimedia, technology, lab equipment, outside expert) utilized in the instruction of the unit. If

technology is excluded, provide an instructionally sound rationale for its absence.

9. Differentiated Learning Activities: Include research-based strategies that challenge all learners.

Include context of the learners as a rationale for differentiation:

Describe important characteristics of the learners in your classroom: number of learners

and gender, race/ethnicity, school socio-economic status, special needs, and language

proficiency (as defined by Field Experience Diversity Requirements).

Explain the specific activities that differentiate the content, process, product, and/or

learning environment designed to provide advanced achievement for all learners.

Explain the accommodations made for learners with disabilities (IEPs).

Differentiation within the unit plan for a university course is up to the discretion of the professor (e.g.,

simulation experience).

APPENDIX E

(7/22/15)

47

10. Summative Assessment/Post-Assessment - Related directly to pre-assessment to evaluate

degree of student learning after unit is taught and which match unit goals and lesson plan objectives.

Summative assessments include chapter/unit tests, writing projects, quizzes, or ongoing projects, etc.

11. Reflection—Completed after implementation of unit plan: Utilize pre-assessment data to assist your

reflection. Within a university course, provide questions you may pose to yourself for evaluating student

learning and your instructional decisions.

ANALYSIS OF STUDENT LEARNING: Analyze assessment data and documented

evidence of lesson results and explain to what degree instructional decisions made an impact on

student learning and achievement of unit goals and lesson objectives.

ANALYSIS OF TEACHING: Include modifications/recommendations of current instruction

for future application on 1) planning and preparation, 2) classroom environments, 3) instruction,

and 4) professional responsibilities as related to instructional objectives or standards.

48

Student Name: Student ID:

Scoring Rubric for Unit Plans

Elements Distinguished (3) Proficient (2) Basic (1) Unsatisfactory (0)

Introduction/

General Information

Complete title page; rationale for

teacher and importance (goal and

relevance) to the learners; provides

areas of integration.

Partially complete title page;

rationale or importance; integration

areas proposed, but not detailed.

Minimal title page lacking at

least three (3) critical parts with

rationale and/or importance that

miss the mark; no evidence of

integration.

Minimal title page lacking at

least three (3) critical parts with

rationale and/or importance that

miss the mark; no evidence of

integration.

Standards/Anchors

PA Core Standards are listed and

fully reflect a direct correlation to

individual lesson objectives.

PA Core Standards are listed and

partially correlate to individual

lesson objectives.

PA Core Standards are listed

with little or no correlation to

individual lesson objectives.

PA Core Standards are not

specifically identified and listed.

Unit Goals

Performance-based; written with

general condition and performance

(learning outcome).

Performance-based; lacks condition,

but provides learning outcome.

Condition missing; performance

is not assessable or unclear.

No unit goals provided.

Essential Questions

(EQs)

Unit-specific; clearly described;

EQ(s) help students conceptualize the

theme of the lesson and challenge

students to think critically. EQ(s) also

prompt students to develop a plan of

action and require them to construct

their knowledge by connecting the

topic to what they've learned

previously.

Unit-specific; described; EQ(s) help

students conceptualize the theme of

the lesson and challenge students to

think critically.

EQ(s) are listed but not

described; encourage some

higher order thinking.

The EQ(s) is too simple and will

not help students think critically.

Pre-assessment

Pre-assessment aligned with lesson

objectives and adapted, as needed.

Pre-assessment marginally aligned

and adapted, as needed.

Pre-assessment unclear and not

adapted for all learners.

No evidence of pre-assessment.

Lesson Plans

(Content)

Contains at least three (3) lesson

plans that follow all elements

contained in the lesson plan rubric;

use diverse instructional

methods/strategies; progress in a

logical order.

Contains at least three (3)

moderately diverse lesson plans with

all elements or three diverse lessons

with one or two elements missing;

progress in a logical order.

Contains at least three (3)

minimally diverse lesson plans

with all elements or three (3)

moderately diverse lessons with

one (1) or two (2) elements

missing; lack logical progression.

No lesson diversity (all three [3]

are lectures or all three [3] are

discussion, etc.); lack logical

progression

49

Student Name: Student ID:

Scoring Rubric for Unit Plans

Elements Distinguished (3) Proficient (2) Basic (1) Unsatisfactory (0)

Integration of

Resources and

Technology

A range of resources, materials and

technology are effectively integrated

into the context of the lesson,

engaging to learners and provide for

optimal student learning. Additional

resources are listed for extended

learning activities.

Resources, materials and technology

are utilized, appropriate for the

learners and provide for optimal

student learning.

Resources, materials and

technology are utilized to support

instruction.

Use of resources, materials and

technology is limited or absent.

Materials fail to fully fit the

context of the lesson and needs

of the students.

Differentiated

Learning Activities

Specific activities that differentiate

the content, process, product, and/or

learning environment are designed to

provide advanced achievement for all

learners. Research-based strategies

are effectively described to challenge

all learners.

Specific activities that differentiate

the content, process, product, and/or

learning environment are designed

to improve achievement for all

learners. Research-based strategies

are described to meet the needs of

all learners.

General activities that

differentiate the content, process,

product, and/or learning

environment are identified.

Detail is lacking in one or more

of the critical areas.

Activities that differentiate the

content, process, product and/or

learning environment are not

identified.

Summative

Assessment/Post-

Assessment

Assessment matches lesson

objectives; higher-thinking skills tied

to pre-assessment; answers provided.


objectives; limited higher-thinking

skills tied to pre-assessment;

answers provided.


objectives, but only includes

knowledge and comprehension

items; answers not included.

No evidence of assessment.

Reflection

Thoroughly analyzes evidence of

student learning. A reflection of

teacher performance encompasses the

domains of planning, instruction,

environment and professionalism. All

areas of performance receive in-depth

objective reflection. Data or products

are utilized; describes relevant

modifications.

Analyzes evidence of student

learning and teacher performance in

planning, instruction, environment

and professionalism. All areas of

performance receive objective

reflection; provides relevant

modifications.

Partially analyzes student

learning and teacher performance

in planning, instruction,

environment and

professionalism. Some reflection

is evident; modifications

identified.

Inaccurate, limited or no

evidence related to an analysis of

student learning and teacher

performance in planning,

instruction, environment and

professionalism; modifications

missing.

50

APPENDIX F (Available Online) FORMAL CLASSROOM OBSERVATION

Bloomsburg University College of Education

Revised 1.10.11

Student Teacher Date Time

Grade(s) _School Subject

Supervisor Cooperating Teacher

Performance Scale: Distinguished = 3 Proficient = 2 Basic = 1 Unsatisfactory = 0 NA = Not Applicable

PLANNING AND PREPARATION Lesson plan is appropriate to age group and subject

Demonstrates knowledge of students’ needs/interests

Demonstrates knowledge of content and pedagogy

Demonstrates knowledge of classroom resources

Designs lessons for differentiated instruction

3 2 1 0 NA Comments:

CLASSROOM ENVIRONMENT Creates a safe, engaging learning environment

Interacts respectfully/genuinely with students

Manages transitions smoothly and efficiently

Monitors and responds to student behavior

Arranges and oversees student work groups

Demonstrates classroom management strategies

INSTRUCTION Communicates clear learning expectations

Communicates importance/relevance of content

Voice is loud, clear, and pleasant

Introduction (set) is made to the lesson

Asks key questions allowing adequate response time

Content/ideas communicated clearly and accurately

Technology is effectively utilized

Motivates students with positive reinforcement

Uses variety of materials, activities, and methods

Assesses students for understanding during the lesson

Appropriate summary/conclusion evidenced

Assessment is made at the conclusion of a lesson

Lesson plan is followed and adjusted when necessary

Uses correct oral and written language

PROFESSIONAL RESPONSIBILITIES Professional in appearance and demeanor

Assignments are neat and timely

Follows rules and policies of the institution

Uses self-reflection for future teaching

Welcomes and seeks out feedback for improvement

Works effectively with cooperating teacher

Communicates well with University Supervisor

Connects with school and community

51

APPENDIX G (Available Online) Bloomsburg University College of Education

FINAL EVALUATION FORM The University Supervisor or the Cooperating Teacher named below completed this FINAL EVALUATION FORM for the teacher candidate. The narrative assessment and the rating are a measure of student teaching competencies and are not intended to be a measure in comparison to experienced classroom teachers.

Teacher Candidate ________________________________________Date_______Fall/Spring 1st/2nd Placement Major __________________________ Last, First, Middle

Name of School ________________________________________________________________________ Grade Level(s)______________________

Performance Scale: Distinguished = 3 Proficient = 2 Basic = 1 Unsatisfactory = 0 NA = Not Applicable

PLANNING AND PREPARATION Lesson plan is appropriate to age group and subject

Demonstrates knowledge of students’ needs/interests

Demonstrates knowledge of content & pedagogy

Demonstrates knowledge of classroom resources

Designs lessons for differentiated instruction

3 2 1 0 NA Comments:

CLASSROOM ENVIRONMENT Creates a safe, engaging learning environment

Interacts respectfully/genuinely with students

Manages transitions smoothly and efficiently

Monitors and responds to student behavior

Arranges and oversees student work groups

Demonstrates classroom management strategies

INSTRUCTION Communicates clear learning expectations

Communicates importance/relevance of content

Voice is loud, clear, and pleasant

Introduction (set) is made to the lesson

Asks key questions allowing adequate response time

Content/ideas communicated clearly and accurately

Technology is effectively utilized

Motivates students with positive reinforcement

Uses variety of materials, activities, and methods

Assesses students for understanding during the lesson

Appropriate summary/conclusion evidenced

Assessment is made at the conclusion of a lesson

Lesson plan is followed and adjusted when necessary

Uses correct oral and written language

PROFESSIONAL RESPONSIBILITIES Professional in appearance and demeanor

Assignments are neat and timely

Follows rules and policies of the institution

Uses self-reflection for future teaching

Welcomes and seeks out feedback for improvement

Works effectively with cooperating teacher

Communicates well with University Supervisor

Connects with school and community

52

APPENDIX H Bloomsburg University’s Evaluation Sheet for the PDE 430 Form

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

Subject(s) Taught Grade Level

District/IU School Interview/Conference Date

School Year:

Term:

Major:

Category I: Planning and Preparation: Rating: ❑ 3 Exemplary ❑ 2 Superior ❑ 1 Satisfactory ❑ 0 Unsatisfactory Justification for Evaluation Rating:

Sources of Evidence (Check all that apply and append any supplementary documentation for unsatisfactory rating). ❑ Lesson/Unit Plans ❑ Information about Students (Including IEP’s) ❑ Resource Documents

❑ Resources/Materials/Technology ❑ Student Teacher Interviews ❑ Other

❑ Assessment Materials ❑ Classroom Observations

Category II: Classroom Environment: Rating: ❑ 3 Exemplary ❑ 2 Superior ❑ 1 Satisfactory ❑ 0 Unsatisfactory Justification for Evaluation Rating:

Sources of Evidence (Check all that apply and append any supplementary documentation for unsatisfactory rating). ❑ Classroom Observations ❑ Student Teacher/Candidate Interviews ❑ Instructional/Resources/Materials/Technology/Space

❑ Informal Observations/Visits ❑ Visual Technology ❑ Other

Category III: Instructional Delivery: Rating: ❑ 3 Exemplary ❑ 2 Superior ❑ 1 Satisfactory ❑ 0 Unsatisfactory Justification for Evaluation Rating:

Sources of Evidence (Check all that apply and append any supplementary documentation for unsatisfactory rating). ❑ Classroom Observations ❑ Student Teacher/Candidate Interviews ❑ Instructional/Resources/Materials/Technology/Space

❑ Informal Observations/Visits ❑ Student Assignment Sheets ❑Other

❑ Assessment Materials ❑ Student Work

Category IV: Professionalism: Rating: ❑ 3 Exemplary ❑ 2 Superior ❑ 1 Satisfactory ❑ 0 Unsatisfactory Justification for Evaluation Rating:

Sources of Evidence (Check all that apply and append any supplementary documentation for unsatisfactory rating). ❑ Classroom Observations ❑ Student Teacher Interviews ❑ Student Work

❑ Informal Observations/Visits ❑ Written Documentation ❑Instructional Resources/Materials/Technology

❑Assessment Materials ❑ Student Assignment Sheets ❑ Other

Overall Rating: Category Exemplary (Min. of 12 Pts) Superior (Min. of 8 Pts) Satisfactory (Min. of 4 Pts) Unsatisfactory (0 Pts) Rating(Indicate )

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.

Our signatures below signify that the complete five page PDE430 document including the performance criteria, which appear in the

Student Teacher Handbook, was reviewed and made part of the evaluation which is summarized above.

Required Signatures: Supervisor/Evaluator:

Student/Teacher Candidate:

Date: Date:

53

Justification for Overall Rating:

Performance Evaluation: Categories and Performance Indicators

(see Student Teacher Handbook for complete form)

Category I: Planning and Preparation – Student teacher/candidate demonstrates through 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, their knowledge of

assigned students and his/her instructional context.

Alignment: 354.33. (1) (i) (A), (B) , (C) , (G) , (H)

Student Teacher/Candidate’s performance appropriately demonstrates:

Knowledge of content

Knowledge of pedagogy Knowledge of Pennsylvania’s K-12 Academic Standards

Knowledge of students and how to use this knowledge to impart instruction

Use of resources, materials, or technology available through the school or district

Instructional goals that show a recognizable sequence with adaptations for individual student needs

Assessments of student learning aligned to the instructional goals and adapted as required for student needs

Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals

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)


Expectations for student achievement with value placed on the quality of student work.

Attention to equitable learning opportunities for students Appropriate interactions between teacher and students and among students

Effective classroom routines and procedures resulting in little or no loss of instructional time

Clear standards of conduct and effective management of student behavior Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher

Ability to establish and maintain rapport with students

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 delivery Instructional goals reflecting Pennsylvania K-12 standards

Communication of procedures and clear expectations of content Use of instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student

needs

Engagement of students in learning and adequate pacing of instruction Feedback to students on their learning Use of informal and formal assessments to meet learning goals and to monitor student learning

Flexibility and responsiveness in meeting the learning needs of students

Integration of disciplines within the educational curriculum

Category IV: Professionalism – Student teacher/candidate demonstrates qualities that characterize a professional person in aspects that

occur in and beyond the classroom/building. Assignment: 354.33. (1) (i) (I) , (J)


Knowledge of school and district procedures and regulations related to attendance, punctuality, and the like Knowledge of school and district requirements for maintaining accurate records and communicating with families

Knowledge of school and/or district events Knowledge of district or college’s professional growth and development opportunities Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for

Educators; and local, state, and federal laws and regulations Effective communication, both oral and written with students, colleagues, paraprofessionals, related service personnel, and

administrators

Ability to cultivate professional relationships with school colleagues Knowledge of Commonwealth requirements for continuing professional development and licensure

54

Professional Information

Voluntary Self-Identification

COOPERATING TEACHER PERSONNEL RECORD APPENDIX I

*For stipend to be paid, this form must be completed by the cooperating teacher EACH time a Bloomsburg University teacher candidate is supervised. *Fax completed form to 570.389.3069

Full Name: Last First M.I.

Address:

Street Address Apartment/Unit #

City State ZIP Code

Social Security Number: Maiden Name:

1) What is your ethnicity (Do you consider yourself to be Hispanic/Latino/Spanish)? □ Hispanic or Latino: Persons of Cuban, Mexican, Puerto Rican, South or Central

America or other Spanish culture or origin, regardless of race.

□ Not Hispanic or Latino

2) What is your race (In addition, select one or more of the following racial categories to

describe yourself)?

□ Hispanic of any race

For non-Hispanics only:

□ American Indian or Alaskan Native: Persons having origins in any of the original

peoples of North America, and who maintain cultural identification through tribal affiliation

or community recognition.

For non-Hispanics only (continued): □ Asian: Persons having origins in any of the original peoples of the Far East, Southeast

Asia, or the Indian subcontinent, including, for example, Cambodia, China, India, Japan,

Korea, Malaysia. Pakistan, the Philippine Islands, Thailand, and Vietnam.

□ Black or African American: Persons having origins in any of the black racial groups

of Africa.

□ Native Hawaiian or Pacific Islander: Persons having origins in any of the peoples of

Hawaii, Guam, Samoa, or other Pacific Islands

□ White/Caucasian (Not of Hispanic origin): Persons having origins in any of the original

peoples of Europe, North Africa, or the Middle East.

□ Two or more races

□ Race and/or ethnicity unknown

□ Non-resident alien

Personal Professional Identification Number:

District: School:

School E-mail Address:

Grade Level:

Years Employed:

Active Certification(s):

State(s) Certified:

Bachelors: Major: Completion Date:

College/University:

Masters:

Major:

Completion Date:

College/University:

List the names of ALL Bloomsburg University teacher candidates under your supervision THIS semester (e.g., student teachers, field experience students, practicum students, Professional Development School practicum students):

Number of Assigned Supervisory Weeks (circle one): 8 16

Have you supervised other teacher candidates from Bloomsburg University? If yes, when?

I agree to supervise Bloomsburg University teacher candidates AND meet the responsibilities outlined in the Bloomsburg University Student Teacher/Cooperating Teacher Handbook. I grant permission for Bloomsburg University to use my email account listed above to disseminate information regarding student teacher placements and related information.

Signature: Date:

Revised fall 2012 55

Personal Information

Educational Information – Check and complete all that apply

Supervision Experience Information

Signature of Agreement

College of Education McCormick Center for Human Services

Bloomsburg, PA 17815

570.389.5128 FAX 570.389.3069

APPENDIX J

Bloomsburg University of Pennsylvania College of Education

Emergency Information Form

THIS IS CONFIDENTIAL MEDICAL INFORMATION WHICH WILL ONLY BE SHARED WITH

APPROPRIATE INDIVIDUALS.

DIRECTIONS: Complete this form and place in a sealed envelope. Keep this envelope in your

classroom portfolio; inform the cooperating teacher where it is located. Write the following

message on the outside of the envelope.

“There is confidential medical information in this sealed envelope to be opened ONLY in case

of a serious medical emergency!”

Student’s Full Name ___________________________________________________________________

Title: Mr. Miss Mrs.

Current Address

City State Zip Code

- - AREA CODE

Permanent Address

City -

AREA CODE

State

-

Zip Code

Emergency Contact Persons

Name

Phone Number

Name

Relationship

Phone Number

Relationship

Date of Birth / /

56

APPENDIX J (continued)

Bloomsburg University of Pennsylvania College of Education

Emergency Information Form

Date of Last Tetanus

Insurance Information:

Name of Insured

Name of Insurance Company

Policy ID Number

Group Number

Allergies

Medications taken at current time

Previous Injuries

Special Medication Notice

57

SPECIAL EDUCATION (PK-8) / EARLY CHILDHOOD ED (PK-4)

Developed by

Dr. Michael J. Karpinski Dr. Carroll J. Redfern (Faculty Emeritus)

Dr. Joseph M. Youshock (Faculty Emeritus)

Revised Spring 2018Department of Exceptionality Programs

College of Education Bloomsburg University

Bloomsburg, Pennsylvania

1

Table of Contents

The Student Teacher Contract ........................................................................ 4 • The Resume ....................................................................................... 4 • Class Schedule/School Calendar .......................................................... .4 • The IEP ............................................................................................. 4 • Unit ................................................................................................... 5

• Teaching Devices/Adaptations ............................................................. 5 • Bulletin Boards/Learning Stations ......................................................... 5 • Observations ...................................................................................... 5 • Anecdotal Records .............................................................................. 6 • Induction Information ......................................................................... 6 • Management Program ......................................................................... 6 • Notebook .......................................................................................... 6 • Classroom Overview ........................................................................... 6 • Lesson Plans ...................................................................................... 7 • Student Teacher Self-Evaluation Form .................................................. 7

Evaluation Criteria ......................................................................................... 8 • Guidelines for Student Teacher Evaluation ............................................ 8 • Classroom Observation Form for College Supervisors ............................. 8

General Information ...................................................................................... 9 • Elements of Performance Objectives ..................................................... 9 • General Guidelines for Student Teachers and Supervising

Classroom Teachers ........................................................................... 9

Additional Information ................................................................................. 10 • Absences/Tardiness .......................................................................... 10 • Emergency Substitute Teaching ......................................................... 10

Appendices ................................................................................................. 11 • Appendix A-Code of Ethics for Student Teachers ............................... 12 • Appendix B -Student Teacher Regulations in Special Education ........... 14 • Appendix C -The Student Teacher Contract ....................................... 16 • Appendix D -Daily Schedule Model. ................................................... 17 • Appendix E -The IEP ....................................................................... 18 • Appendix F -Unit Plan Format ........................................................... 42 • Appendix G -Teaching Device/ Adaptation .......................................... 51 • Appendix H -Bulletin Board/Learning Station .................................... ..52 • Appendix I (1) -Anecdotal Record Form ........................................... . ..53 • Appendix I (2) -ABC Analysis Format ............................................... .54 • Appendix J -Induction Information ................................................... .55 • Appendix K -Management Program ................................................... 58 • Appendix L -Classroom Overview ...................................................... 59

2

• Appendix M (1) -Observation ......................................................... .60 • Appendix M (2) -Observation Format ................................................ 61 • Appendix N - Lesson Plan Format ......................................................62 • Appendix O -Elements of a Performance Objective ............................. 72 • Appendix P -Elements of a Performance Objective ............................. 73 • Appendix Q -Action Verbs Useful in Specifying Student Outcomes ....... 74 • Appendix R -Classification of Educational Objectives And

Illustrative Behavioral Terms ........................................ .79 • Appendix S -Classroom Observation Form for College Supervisor ...... 105 • Appendix T - Instructional Procedures Refinement Form For

The Self-Evaluation Program ........................................ 106

• Appendix U -Weekly Suggested Student Teacher/Supervising Classroom Teacher Activities ........................................107

• Appendix V - Resources ......................... : ......................................... 113

3

The Student Teacher Contract

The Student Teacher Contract is divided into first and second placements. This contract lists recommended assignments which total 100 points. The college supervisor (CS) will discuss this contract with the cooperating teacher (CT) so a mutual agreement can be reached. Alternative assignments may be substituted for some recommended assignments. This is dependent upon the nature of the classroom, student needs, and cooperating teacher recommendations.

The Resume

The Resume is to be completed (typed) with a copy provided to the CS and one copy to each CT. Resume models from past student teachers may be available for student teacher (ST) review.

Class Schedule/School Calendar

The Class Schedule/School Calendar should include the following: class periods, time subjects taught, and grouping. Appendix D is a model of a daily schedule for a learning support classroom.

The IEP

The Individualized Education Program (IEP) is a requirement for all student teachers. A minimum of one IEP is required, if appropriate. A student should be chosen by the third week of the placement. If possible, students should be selected on the basis of IEP revision due date, or the arrival of a new student. The ST is responsible, when warranted, for testing the student, either with formal or informal measures used by the CT or selected by the ST. The IEP format followed by the CT is acceptable.

Included in Appendix E is a copy of the IEP format as required by IDEIA-P.L. 108-466. Specific attention should be given to "Present Levels of Educational Performance". Annual goals and objectives (when required) should be based on the student's strengths and needs as required by Pennsylvania regulations. It is also suggested that the ST consult curricular material. It is not advisable for the ST to attempt to write a sequence of goals and objectives without reviewing PA common core standards.

4

Unit If applicable and timely, an instructional unit should be developed, taught and

evaluated. It should be kept in mind that a student teaching placement lasts only eight weeks, requiring a short or mini unit. The ST should choose a unit topic based on the academic and/or social needs of the students in their classroom. Because of the short length of time, the unit topic should be chosen early. It is suggested that the ST not choose a general topic, but a specific one. An example of a general topic would be "measurements". A specific unit would be "linear measurements".

A u nit format is outlined in Appendix F.

Teaching Devices/ Adaptations

Usually, several teaching devices/adaptations (Appendix G) are developed and implemented during each student teaching assignment. The objective is for the ST to make a device to support a concept being taught. It should be kept in mind that this device may be very simple, requiring little time to prepare, or it may be complex. The device will be evaluated on its impact on student learning.

Bulletin Boards/Learning Stations

Bulletin board/learning station development will vary according to the ST's placement. Bulletin boards should be viewed from a broad perspective in that they may be decorative, seasonal, informative or educational. A learning station is usually devised to support some instructional format requiring student participation without continuous teacher assistance. The bulletin board may be constructed by the ST or students. The learning station must be designed, implemented, and evaluated by the ST. The CS's first preference in evaluating bulletin boards is to see it on site. The ST must do a write-up for all bulletin boards or learning stations (Appendix H). The format for the bulletin board can also be modified to be used for a learning station.

Observations

Observations by the ST are to be scheduled at least two days ahead of time. Traditionally, the ST observes other classes. A priority list, which may vary according to placement, is as follows: 1) a pupil in an inclusive class, 2) a parent conference, 3) a student with disabilities the ST may not yet know, or 4) a related service such as a speech or occupational therapy session.

5

Anecdotal Records

Anecdotal Records/ ABC Analysis (Appendix I) should be maintained for any student whose behaviors merit such attention.

If an anecdotal record is maintained for a given pupil, it is suggested that the ST d irectly observe the pupil several times. Entries should be made at least daily. Please remember that anecdotal records should not include subjective interpretation, just objective documentation of the student's behavior.

Induction Information

Included in Appendix J is an Induction Information Form. The ST is to inventory all applicable components at each assignment. This form is to assist the ST in becoming aware of a school's environment/policies as well as facilitate communication between the CT and ST.

Management Program

A minimum of one Management Program should be developed during the student teaching semester, if appropriate. Included in Appendix K is an outline to be completed and implemented by the ST. Additional material which may assist in implementing a management program may be procured from the CS.

Notebook

Each ST should purchase a large, three-ring notebook or binder for the purpose of holding the material needed for student teaching. This notebook is to be organized into compartments as specified by the CS. It is to be made available to the CT and CS at all times. It should be remembered that for the CT and CS to lend support, they need to know how the ST organizes and retrieves materials, develops concepts, teaches, and evaluates the lessons. Little help can be provided if only the finished product is seen.

Classroom Overview

The classroom overview provides the ST with a general description of the type of classroom/educational setting where their student teaching placement will occur. Information included in the classroom overview will also assist the CS in completing the ST's final letter of recommendation.

6

Lesson Plans

The stn.icture of the daily lesson plan format to be utilized by the ST will be dictated by a variety of factors. These factors include the type of classroom, student needs, CT preferences/expectations, district/building policy, and the ST's level of advanced planning, preparation, and instructional effectiveness.

Appendix N includes the Lesson Plan Format. Appendices 0, P, Q and R provide information and examples to assist with the process of writing lesson plan objectives.

Student Teacher Self-Evaluation Form

This is a device designed to give feedback to the CS regarding self-perception by the ST. Too often the CS may become guilty of sharing how he/she feels about the ST's performance and disregarding the ST's impressions. By including this form, as seen in Appendix U, the CS and ST may compare and share information relative to personal views of the teaching performance.

A culminating activity of the evaluation process will be for the CS and the CT to each write a recommendation describing the ST's overall performance. The recommendations of the CT and CS will be shared with the ST and become part of the ST's credentials.

7

Evaluation Criteria

Guidelines for Student Teacher Evaluation

This is a criterion-referenced format used to identify strengths and weaknesses of STs as they develop. This form consists of competencies which are generic to all education majors (Items #1-33) and those identified as critical skills needed by special education majors (Items #34-60) by the Department of Exceptionality Programs. Each time the student teacher is evaluated and given feedback by the CT, she/he should be able to formulate a profile of strengths and weaknesses. Timelines are suggested for evaluation on its cover sheet. Appendix T contains this evaluation form. Completion of the evaluation form is viewed as a collaborative endeavor between the CT and CS.

The first evaluation (mid-point) is done for the purpose of identifying specific strengths and areas that need improvement. The final evaluation is transferred onto a final form with identical content, but it also lists the first and second assignments. This form becomes part of the ST's credentials. The final evaluation is converted into a letter grade. Completion of additional evaluations may be needed as determined by the student teacher's progress during each student teaching placement.

The letter grade is computed as follows:

50 X 3's = 150 A = 3.00-2.80 5 x 2's = 10 A- = 2.79 -2.70 5 X l's = 5 B+ = 2.69-2.62

B = 2.61-2.50 Total: B- = 2.49-2.40

60 into 165 = 2.75 c+ = 2.39 -2.30 C = 2.29-2.10 D = 2.09- 1.80 E = 1.79 -0

In the example, 60 is the total of numbers (threes through zeros) checked in the evaluation. 165 is the total of the numbers (threes through zeros) times the frequency they were checked in the rating scale. The final score, 2.75, was a result of dividing 165 by 60. The grading scale used in student teaching is to the right of the example. As can be seen, 2.75 would be an "A-".

Note- Items scored "NA" are not factored into the final grade computation.

Classroom Observation Form for College Supervisors

One instrument is used in classroom observations (Appendix T). This is used during the CS's observations of the ST. Copies will be shared with the CT and ST during the follow-up conferences.

8

General Information

Elements of Performance Objectives

STs are required to formulate specific objectives that will then be incorporated into the planning process. Appendix O - Elements of a Performance Objective and Appendix R -Classification of Educational Objectives and Illustrative Behavioral Terms assist the ST in this task. The ST should eventually be able to assess students' needs and identify their present levels of educational performance. Annual goals and specific objectives should be formulated which reflect the school's course of study, student's present educational levels, and/or PA common core standards.

General Guidelines for Student Teachers and Supervising Classroom Teachers

The General Guidelines for Weekly Activities is found in Appendix W. This has been included since ST's progress at different rates and need a reference that will act as a personal timeline. It is impossible to construct a single prototype that will apply to the diversity of classroom instruction found in special education. The General Guide for Weekly Activities is to serve as a basic reference for STs and CTs. The progression of any ST is determined by the type of placement, the strengths of the ST, the CT, and often the CS.

9

Additional Information

Absences /Tardiness

The ST is to follow the guidelines established by the local education agency for absences or tardiness. If sickness or an emergency occurs that requires an absence, the ST is to notify the CS and CT. In cases of absence, the ST is held responsible for getting lesson plans to the CT. There are NO EXCEPTIONS to this expectation and failure to do so may result in a lowered grade for student teaching.

Neither tardiness nor early departure from school is permissible. If car pooling, it should be understood that arrival and departure times may differ, but the ST is responsible for a full

day. In some cases the CT may wish to consult with the ST immediately after school if the daily schedule does not allow appropriate time. This will be left to the discretion of the CT.

Emergency Substitute Teaching

It is highly recommended that student teachers NOT BE utilized as substitute teachers for the following reasons:

1. Student teachers are not district1

intermediate unit or agency employees.

2. Student teachers may not receive compensation in any form for substitute teachingservice.

3. Student teachers have not obtained a valid Pennsylvania certificate in their field ofstudy.

Additionally, student teachers serving in such a capacity increases the potential liability issue for all parties involved.

10

Appendices

11

Appendix A

Code of Ethics for Student Teachers

The assumption that student teachers desire to do the right thing in their student teaching relationships, that student teaching is a privilege which should be denied to those who do not adhere to a high ethical standard, and that a statement of a code of ethics will help those whose judgments might be faulty has resulted in the following proposed code of ethics:

1. Schools are an agent of society for promoting the welfare of children and youth. I shall,therefore, never divulge information about children except in those professionalrelationships designed for the welfare of children, and I shall act only after havingreceived the approval of my Cooperating Teacher (CT).

2. Since I am directly responsible to the CT, I shall discuss with him/her any problembefore presenting it to another.

3. I shall be loyal to the school in which I am privileged to do my student teaching,reserving criticism until I am fully aware of all factors. I shall present my ideas andquestions only to those responsible for the school.

4. My loyalty to the school shall continue after my student teaching is completed.

5. Since I am jointly responsible with the CT and the school for what happens to thechildren during my student teaching assignment, I shall exert myself to the fullest.

6. I shall receive constructive criticism and suggestions in a professional manner, makingevery effort to implement these suggestions.

7. I shall abide by the rules and regulations governing the faculty and the staff during myplacement in a school.

8. I shall be friendly and sympathetic with the children, but I shall in no way "curry favor"with the children or interfere between the teacher and pupils.

9. I shall go the extra mile to make myself a useful, contributing member of the schoolstaff.

10. I shall discharge to the fullest every responsibility which I accept and shall honestlyevaluate the effectiveness of my performance.

11. I shall strive for a fuller mastery of subject matter, a clearer concept of successfulteaching, and a keener understanding of children.

12

12. I enter the teaching profession with a determination to continue to grow and to make ita finer profession because of my part in it. Only those who love children and enjoyteaching can hope to become real teachers.

13. I will inform myself about the correct professional and ethical procedures to follow insecuring a position or in changing from one position to another. I shall adhere to theseprocedures. I shall regard any contract I sign as binding until it is dissolved by mutualconsent of my employer and myself.

Acknowledgement is made to the College of Edua,tion, University of Kentucky, for this Code of Ethics.

13

Appendix B

Student Teacher Regulations in Special Education

The Student Teacher Must:

1. Have evidence of a current Act 34 (Criminal), Act 151 (Child Abuse), Act 114 (FBI) andAct 24 (Arrest/Conviction Report) clearances to present to the appropriate schooldistrictjintermediate unit representative on or before the first day of each assignment.

2. Have evidence of a TB test to present to the school nurse or building principal on orbefore the first day of each assignment.

3. Have evidence of membership in a professional organization which assures liability, orbe covered under liability.

4. Attend all in-service and teacher meetings unless specified otherwise by the cooperatingteacher (CT) and college supervisor (CS).

5. Report to school on time and remain until the school day is terminated, or after the CTgives permission if a conference is scheduled.

6. Follow school regulations and policy handbook. If illness or an emergency occurscontact the CT and CS immediately.

7. Present resume to CT during first week of each assignment.

8. Present copies of lesson plans, IEP's, units, or special projects to the CT prior toinstruction. With permission from the CT, materials may be entered in the studentteaching notebook and made available to the CT an.d CS.

9. Attend all scheduled meetings for Student Teaching Seminar.

10. Assume responsibilities of pupils outside of classroom, i.e., hallway, cafeteria,playground, especially if danger exists.

11. Follow all regulations regarding confidentiality of pupils' records as specified inPennsylvania Special Education Regulations, P.L. 108-446, and school district policy.

12. Dress appropriately for school environment.

13. Gradually assume teaching responsibilities as outlined in Weekly RecommendedActivities (Appendix X).

14

14. Attempt to first resolve any classroom problems with the CT; if not successful, discussthem with the CS.

15. Return all materials borrowed from the CT, CS, school district or LU., college library, etc.prior to the last week of class.

15

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16

20

Appendix D

Daily Schedule Model

(Name & Address of School)

- 20 School Term

Type/Level of Class Learning Support Rm # __QQQ_ Teacher Ms. Pick

REGULAR DAILY SCHEDULE

EXAMPLE A EXAMPLE B

Time Time

Period 1: Academic Support

Period 1: Study Skills

8:38-9:23 8:13-8:55 Period 2: Learning Support Period 2:

Co-taught Math 9:26-10:08 Math 8:58-9:40 Period 3: Learning Support Period 3: Co-taught

10:11-10:53 Lanauaqe Arts 9:43-10:25 Languaqe Arts LUNCH

.. •. •. ·u .: J • •••

Period 4: Co-taught I 10:56-11:23 ki ...•. :·'· .. r ... ;; ...... 2::r .... :c, ••.• .• ·: 10:28-11:10 Lanauaqe Arts

Period 4: Learning Support Period 5: LUNCH/ PREP

11:26-12:08 Math 11:13-12:40 Period 5:

PLANNING Period 6:

Study Skills 12:11-12:53 12:43-1:25

Period 6: Learning Support Period 7: Co-taught Math

.12:56-1:38 Math 1:28-2:10 Period 7: Learning Support Period 8:

RTII 1:41-2:23 Lanauaae Arts 2:13-2:55 Period 8:

Progress Monitoring 2:26-3:11

The above schedules are for two different types of learning support service delivery models. Example A is a content area resource room. Example B is a co-teaching inclusionary model.

17

IND

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M {I

EP)

Stud

ent'

s N

ame:

IEP

Tea

m M

eeti

ng D

ate

(mm

/dd/

yy):

IEP

Impl

emen

tati

on D

ate

(Pro

ject

ed D

ate

whe

n Se

rvic

es a

nd P

rogr

ams

Will

Beg

in);

Ant

icip

ated

Dur

atio

n of

Ser

vice

s an

d Pr

ogra

ms:

Dat

e of

Bir

th:

Age:

Gra

de:

--

--

-

Ant

icip

ated

Yea

r of

Gra

duat

ion:

Loca

l Edu

cati

on A

genc

y (L

EA):

Cou

nty

of R

esid

ence

:

Nam

e an

d A

ddre

ss o

f Pa

rent

/Gua

rdia

n/Su

rrog

ate:

Ph

one

(Hom

e):

Phon

e (W

ork)

:

Oth

er In

form

atio

n:

The

LEA

and

par

ent

have

agr

eed

to m

ake

the

foll

owin

g ch

ange

s to

the

IEP

wit

hout

con

veni

ng a

n IE

P m

eeti

ng,

as d

ocum

ente

d _b

y_:

Dat

e o

f Re

visi

on(s

) Pa

rtic

ipan

ts/R

ole

s IE

P Se

ctio

n(s)

Am

end

ed

Pag

e 1

of

17

Scho

ol A

ge >

"Cl

"Cl

tD

Ap

ril

20

14 =

Q.

x·

m

18

IND

IVID

UA

LIZ

ED

ED

UCA

TIO

N P

RO

GRA

M (

IEP)

Stud

ent'

s N

ame:

IEP T

EA

M/S

IGN

ATU

RES

The

Ind

ivid

uali

zed

Educ

atio

n Pr

ogra

m t

eam

mak

es t

he d

ecis

ions

abo

ut t

he s

tude

nt's

pro

gram

and

pla

cem

ent.

The

stu

dent

's p

aren

t(s)

, th

e st

uden

t's

spec

ial

educ

atio

n te

ache

r, a

nd a

rep

rese

ntat

ive

from

the

Loc

al E

duca

tion

Age

ncy

are

requ

ired

mem

bers

of

this

tea

m.

Sign

atur

e on

thi

s IE

P do

cum

ents

att

enda

nce,

not

ag

reem

ent.

Ro

le

Pri

nte

d N

am

e

Sig

na

ture

Pare

nt/G

uard

ian/

Surr

ogat

e

Pare

nt/G

uard

ian/

Surr

ogat

e

Stud

ent•

Regu

lar

Educ

atio

n T

each

er••

Spec

ial

Educ

atio

n T

each

er

Loca

l Ed

Age

ncy

Rep

Car

eer/

Tec

h Ed

Rep

°"

Com

mun

ity

Age

ncy

Rep

Tea

cher

of

the

Gif

ted .

.. *

•T

he I

EP t

eam

mus

t in

vite

the

stu

dent

if t

rans

itio

n se

rvic

es a

re b

eing

pla

nned

or

if t

he p

aren

ts c

hoos

e to

hav

e th

e st

uden

t pa

rtic

ipat

e."*

If

the

stu

dent

is,

or

may

be,

par

tici

pati

ng i

n th

e re

gula

r ed

ucat

ion

envi

ronm

ent

...

As

dete

rmin

ed b

y th

e LE

A a

s ne

eded

. for

tra

nsit

ion

serv

ices

and

oth

er c

omm

unit

y se

rvic

es

****

A

tea

cher

of

the

gift

ed i

s re

quir

ed w

hen

wri

ting

an

/EP f

or a

stu

dent

wit

h a

disa

bili

ty w

ho a

lso

is g

ifte

d.

One

ind

ivid

ual l

iste

d ab

ove

mus

t be

abl

e to

int

erpr

et t

he i

nstr

ucti

onal

impl

icat

ions

of

any

eval

uati

on r

esul

ts.

Wri

tten

inp

ut r

ecei

ved

from

the

fol

low

in

mem

bers

:

Tra

nsfe

r o

f R

ight

s at

Age

of

Maj

ori

ty

For

purp

oses

of

educ

atio

n, t

he a

ge o

f m

ajor

ity

is r

each

ed in

Pen

nsyl

vani

a w

hen

the

indi

vidu

al r

each

es 2

1 ye

ars

of

age.

Lik

ewis

e, f

or p

urpo

ses

of t

he In

divi

dual

s w

ith

Dis

abil

itie

s Ed

ucat

ion

Act

, th

e ag

e of

maj

orit

y is

rea

ched

for

stu

dent

s w

ith

disa

bili

ties

whe

n th

ey r

each

21

year

s of

age

.

Pag

e 2

of 1

7

Ap

ril

20

14

19

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

udent'

s N

am

e:

PR

OC

ED

UR

AL

SA

FE

GU

AR

DS N

OT

ICE

I have

rece

ived a

copy

of

the P

roce

dura

l Sa

fegu

ard

s N

oti

ce d

uri

ng

this

sch

ool

year.

The P

roce

dura

l Sa

fegu

ard

s N

oti

ce p

rovi

des

info

rmati

on a

bout

my

righ

ts,

incl

udin

g th

e p

roce

ss f

or

dis

agr

eein

g w

ith t

he IEP.

The s

chool

has

info

rmed m

e w

hom

I m

ay

conta

ct if

I need

more

info

rmati

on.

Sign

atu

re o

f Pare

nt/

Guard

ian/S

urr

oga

te:

ME

DIC

AL

ASSIS

TA

NC

E P

RO

GR

AM

BIL

LIN

G N

OT

ICE

(Appli

cable

only

to p

are

nts

wh

o h

ave

conse

nte

d t

o t

he

re

lease

of

bil

ling i

nfo

rmati

on t

o M

edic

al

Ass

ista

nce

pro

gra

ms)

I unders

tand t

hat

the s

chool m

ay

charg

e t

he S

chool-

Base

d A

ccess

Pro

gram

("S

BA

P")-

or

any

pro

gram

that

repla

ces

or

supple

ments

the S

BA

P-

the c

ost

of

cert

ain

sp

eci

al

educa

tion a

nd r

ela

ted s

erv

ices

desc

ribed i

n m

y c

hil

d's

IEP.

To m

ake

these

charg

es

to t

he S

BA

P,

the s

chool

wil

l re

lease

to t

he a

dm

inis

trato

r of

that

pro

gram

the n

am

e,

age

, and a

ddre

ss o

f m

y c

hil

d,

veri

fica

tion o

f M

edic

aid

eli

gibil

ity

for

my

chil

d,

a c

op

y of

my c

hil

d's

IEP,

a d

esc

ripti

on o

f th

e s

erv

ices

pro

vided a

nd t

he t

imes

and d

ate

s duri

ng

whic

h s

uch

serv

ices

were

pro

vided t

o m

y ch

ild,

and t

he i

denti

ty o

f th

e p

rovi

der

of

such

serv

ices.

/

unders

tand t

hat

such

info

rmati

on w

ill

not

be d

iscl

ose

d,

and

such

char

ges

wil

l not

be

mad

e,

unle

ss I

conse

nt

to t

he d

iscl

osu

re.

I ack

now

ledge

that

I have

pro

vided w

ritt

en

conse

nt

to d

iscl

ose

such

info

rmati

on.

I unders

tand t

hat

my

conse

nt

is o

ngo

ing

from

year-

to-y

ear

unle

ss a

nd u

nti

l I

wit

hdra

w i

t. I

can w

ithdra

w m

y co

nse

nt

in w

riti

ng,

or

ora

lly

if I

am

unable

to

wri

te,

at

any

tim

e.

My r

efu

sal

to c

onse

nt

or

my w

ithdra

wal

of

conse

nt

wil

l not

reli

eve

the s

chool

of

the o

bli

gati

on t

o p

rovi

de,

at

no c

ost

to m

e o

r m

y fa

mil

y,

any

serv

ice o

r pro

gram

to w

hic

h m

y c

hil

d i

s enti

tled u

nder

the I

ndiv

iduals

wit

h D

isabil

itie

s Educa

tion A

ct (

"ID

EA

")

or

that

is n

ece

ssary

to

enable

my

chil

d t

o

rece

ive a

fre

e a

ppro

pri

ate

publi

c educa

tion a

s desc

ribed i

n m

y c

hil

d's

IEP.

I unders

tand t

hat

the s

chool ca

nnot-

Requir

e m

e o

r m

y fa

mil

y to

sig

n u

p f

or

or

enro

ll i

n a

ny

publi

c benefi

ts o

r in

sura

nce

pro

gram

, su

ch a

s M

edic

aid

, as

a c

ondit

ion o

f re

ceiv

ing

a f

ree a

ppro

pri

ate

publi

c educa

tion f

or

my c

hil

d;

Requir

e m

e o

r m

y fa

mil

y to

incu

r any

exp

ense

for

the p

rovi

sion o

f a f

ree a

ppro

pri

ate

publi

c educa

tion t

o m

y c

hil

d,

incl

udin

g co

-paym

ents

and d

educt

ible

s,

unle

ss i

t agr

ees

to p

ay s

uch

exp

ense

s on

my

or

my f

am

ily'

s behalf

;

Cause

a d

ecr

ease

in a

vail

able

lif

eti

me c

ove

rage

or

any

oth

er

insu

red b

enefi

t;

Cause

me o

r m

y fa

mil

y to

pay

for

serv

ices

that

would

oth

erw

ise b

e c

ove

red b

y a

publi

c benefi

ts o

r in

sura

nce

pro

gram

and t

hat

are

requir

ed f

or

my

chil

d

outs

ide t

he t

ime t

hat

he o

r sh

e i

s in

sch

ool;

Ris

k th

e l

oss

of

eli

gibil

ity

for

hom

e a

nd

com

munit

y-base

d w

aiv

ers

, base

d o

n a

ggre

gate

healt

h-r

ela

ted e

xpendit

ure

s.

Page 3

of 1

7

Ap

ril

20

14

20

INDI

VIDU

ALIZ

ED E

DUCA

TIO

N PR

OGR

AM (

IEP)

St

uden

t's

Nam

e:

I.SP

ECIA

L CO

NSID

ERAT

IONS

TH

E IE

P TE

AM M

UST

CONS

IDER

BEF

ORE

DEV

ELO

PING

THE

IEP.

ANY

FAC

TORS

CHE

CKED

AS

"YES

" M

UST

BE A

DDRE

SSED

IN T

HE IE

P.

Is t

he

stu

de

nt

bli

nd

or

vis

uall

y i

mp

atr

ed

?

D Y

es

The

IEP

mus

t inc

lude

a d

escr

iptio

n of

the

inst

ruct

ion

in B

raill

e an

d th

e us

e of

Bra

ille

unle

ss th

e IE

P te

am d

eter

min

es, a

fter

an

eval

uatio

n of

the

stud

ent'

s re

adin

g an

d w

ritin

g sk

ills,

need

s, an

d ap

prop

riate

rea

ding

and

writ

ing

med

ia (

incl

udin

g an

ev

alua

tion

of th

e st

uden

t's f

utur

e ne

eds f

or in

stru

ctio

n in

Bra

ille

or th

e us

e of

Bra

ille)

, tha

t ins

truc

tion

in B

raill

e or

the

use

of

Brai

lle is

not

app

ropr

iate

for t

he st

uden

t. 0

No

Is th

e st

uden

t de

af o

r ha

rd o

f hea

ring

? D

Yes

Th

e IE

P m

ust i

nclu

de a

com

mun

icat

ion

plan

to a

ddre

ss t

he fo

llow

ing:

lang

uage

and

com

mun

icat

ion

need

s; o

ppor

tuni

ties

for

dire

ct c

omm

unic

atio

ns w

ith p

eers

and

pro

fess

iona

l per

sonn

el in

the

stud

ent'

s la

ngua

ge a

nd c

omm

unic

atio

n m

ode;

aca

dem

ic

Leve

l; fu

ll ra

nge

of n

eeds

, inc

ludi

ng o

ppor

tuni

ties

for d

irect

inst

ruct

ion

in th

e st

uden

t's

Lang

uage

and

com

mun

icat

ion

mod

e;

and

assi

stiv

e te

chno

logy

dev

ices

and

serv

ices

. Ind

icat

e in

whi

ch se

ctio

n of

the

IEP

thes

e co

nsid

erat

ions

are

add

ress

ed.

The

Com

mun

icat

ion

Plan

mus

t be

com

plet

ed a

nd is

ava

ilabl

e at

www

.pat

tan.

net

0No

Do

es

the

stu

de

nt

have

co

mm

un

icati

on

ne

ed

s?

D Y

es

Stud

ent n

eeds

mus

t be

addr

esse

d in

the

IEP

(i.e.

, pre

sent

leve

ls, s

peci

ally

des

igne

d in

stru

ctio

n (S

DI),

annu

al g

oals,

etc

.)

0No

.

Does

the

stud

ent n

eed

assi

stiv

e te

chno

logy

dev

ices

and

/or s

ervi

ces?

D

Yes

St

uden

t nee

ds m

ust b

e ad

dres

sed

in th

e IE

P (i.

e., p

rese

nt le

vels

, spe

cial

ly d

esig

ned

inst

ruct

ion,

ann

ual g

oals

, etc

.)

0No

Doe

s th

e s

tude

nt

have

lim

ite

d E

nglish

pro

ficie

ncy?

Page

4 o

f 1

7

D Y

es

The

IEP

team

mus

t add

ress

the

stud

ent'

s lan

guag

e ne

eds

and

how

tho

se n

eeds

rela

te to

the

IEP:

0No

Ap

ril

20

14

21

INDI

VIDU

ALIZ

ED E

DUCA

TIO

N PR

OGR

AM (I

EP)

Stud

ent'

s Nam

e:

Does

the

stud

ent

exhi

bit

beha

vior

s tha

t im

pede

his

/her

lear

ning

or

that

of o

ther

s?

O Y

es

The

IEP

team

mus

t dev

elop

a P

ositi

ve B

ehav

ior S

uppo

rt P

lan

that

is b

ased

on

a fu

nctio

nal a

sses

smen

t of b

ehav

ior a

nd th

at

utili

zes p

ositi

ve b

ehav

ior t

echn

ique

s. Re

sults

of t

he fu

nctio

nal a

sses

smen

t of b

ehav

ior m

ay b

e lis

ted

in t

he P

rese

nt L

evel

s se

ctio

n of

the

IEP

with

a c

lear

mea

sura

ble

plan

to a

ddre

ss th

e be

havi

or in

the

Goal

s and

Spe

cial

ly D

esig

ned

Inst

ruct

ion

0N

o

sect

ions

of t

he IE

P or

in th

e Po

sitiv

e Be

havi

or S

uppo

rt P

lan

if th

is is

a s

epar

ate

docu

men

t tha

t is a

ttac

hed

to th

e IE

P. A

Pos

itive

Be

havi

or S

uppo

rt P

lan

and

a Fu

nctio

nal B

ehav

iora

l Ass

essm

ent f

orm

are

ava

ilabl

e at

ww

w.p

atta

n.ne

t

Othe

r (sp

ecify

):

II.PR

ESEN

T LE

VELS

OF

ACAD

EMIC

ACH

IEVE

MEN

T AN

D FU

NCTI

ONAL

PER

FORM

ANCE

Incl

ude

the

follo

win

g in

form

atio

n re

late

d to

the

stud

ent:

•Pr

esen

t lev

els o

f aca

dem

ic a

chie

vem

ent

(e.g

., m

ost r

ecen

t eva

luat

ion

of th

e st

uden

t, re

sults

of f

orm

ativ

e as

sess

men

ts, c

urric

ulum

-bas

edas

sess

men

ts, t

rans

ition

ass

essm

ents

, pro

gres

s tow

ard

curr

ent g

oals)

•Pr

esen

t lev

els o

f fun

ctio

nal p

erfo

rman

ce (e

.g.,

resu

lts fr

om a

func

tiona

l beh

avio

ral a

sses

smen

t, re

sults

of e

colo

gica

l ass

essm

ents

, pro

gres

sto

war

d cu

rren

t goa

ls)•

Pres

ent l

evel

s rel

ated

to

curr

ent

post

seco

ndar

y tr

ansit

ion

goal

s if t

he st

uden

t's a

ge is

14 o

r you

nger

if d

eter

min

ed a

ppro

pria

te b

y th

e IE

P te

am(e

.g.,

resu

lts o

f for

mat

ive

asse

ssm

ents

, cur

ricul

um-b

ased

ass

essm

ents

, pro

gres

s tow

ard

curr

ent g

oals}

•Pa

rent

al c

once

rns f

or e

nhan

cing

the

educ

atio

n of

the

stud

ent

•Ho

w th

e st

uden

t's d

isabi

lity

affe

cts i

nvol

vem

ent a

nd p

rogr

ess i

n th

e ge

nera

l edu

catio

n cu

rric

ulum

•St

reng

ths

•Ac

adem

ic, d

evel

opm

enta

l, an

d fu

nctio

nal n

eeds

rela

ted

to st

uden

t's d

isabi

lity

Ill. T

RANS

ITIO

N SE

RVIC

ES -

This

is re

quir

ed fo

r stu

dent

s ag

e 14

or y

oung

er if

det

erm

ined

app

ropr

iate

by

the

IEP

team

. If

the

stud

ent d

oes n

ot a

tten

d th

e IE

P m

eetin

g, t

he sc

hool

mus

t tak

e ot

her s

teps

to e

nsur

e th

at th

e st

uden

t's p

refe

renc

es a

nd in

tere

sts a

re c

onsid

ered

. Tra

nsiti

on se

rvic

es a

re a

coo

rdin

ated

se

t of a

ctiv

ities

for a

stud

ent w

ith a

disa

bilit

y th

at is

des

igne

d to

be

with

in a

resu

lts o

rient

ed p

roce

ss, t

hat

is fo

cuse

d on

impr

ovin

g th

e ac

adem

ic a

nd

func

tiona

l ach

ieve

men

t of t

he st

uden

t with

a d

isabi

lity

to fa

cilit

ate

the

stud

ent'

s mov

emen

t fro

m sc

hool

to

post

scho

ol a

ctiv

ities

, inc

ludi

ng p

osts

econ

dary

ed

ucat

ion,

voc

atio

nal e

duca

tion,

inte

grat

ed e

mpl

oym

ent

(incl

udin

g su

ppor

ted

empl

oym

ent)

, con

tinui

ng a

nd a

dult

educ

atio

n, a

dult

serv

ices

, ind

epen

dent

liv

ing,

or c

omm

unity

par

ticip

atio

n th

at is

bas

ed o

n th

e in

divi

dual

stud

ent'

s nee

ds ta

king

into

acc

ount

the

stud

ent'

s str

engt

hs, p

refe

renc

es, a

nd in

tere

sts.

Pag

e 5

of 1

7

Ap

ril

20

14

22

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RAM (

IEP

) St

udent'

s N

am

e:

PO

ST

SC

HO

OL G

OA

LS -

Base

d o

n a

ge a

ppro

pri

ate

ass

ess

ment,

defi

ne a

nd p

roje

ct t

he a

ppro

pri

ate

measu

rable

post

seco

ndary

goals

that

addre

ss e

duca

tion

and t

rain

ing,

em

plo

yment,

and a

s needed,

independent

livin

g.

Under

e.ach

are

a,

list

the s

erv

ices/

act

ivit

ies

and c

ours

es

of

study

that

support

that

goal.

Incl

ude f

or

each

serv

ice/act

ivit

y th

e loca

tion,

frequency

, pro

ject

ed b

egi

nnin

g date

, anti

cipate

d d

ura

tion,

and p

ers

on/agency

resp

onsi

ble

.

For

students

in C

are

er

and T

echnolo

gy C

ente

rs,

CIP

Code:

Post

secon

dary

Ed

ucati

on

an

d T

rain

ing G

oal:

M

easu

rable

Annual

Goal

Yes/

No

(Docu

ment

in S

ect

ion V

)

Cours

es

of

Study:

Frequency

Pro

ject

ed

Anti

cipate

d

Pers

on(s

)/ Agency

Se

rvic

e/ Act

ivit

y Lo

cati

on

Begi

nnin

g D

ate

D

ura

tion

Resp

onsi

ble

Em

plo

ym

en

t G

oal:

Measu

rable

Annual

Goal

Yes/

No

(Docu

ment

in S

ect

ion V

)

Cours

es

of

Study:

Frequency

Pro

ject

ed

Anti

cipate

d

Pers

on(s

)/ Agency

Se

rvic

e/ Acti

vity

Lo

cati

on

Begi

nnin

g D

ate

D

ura

tion

Resp

onsi

ble

Page 6

of 1

7

Ap

ril

20

14

23

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RAM

(IE

P)

Student'

s N

am

e:

Ind

ep

en

de

nt

Liv

ing

Go

al,

if

ap

pro

pri

ate

:

Cours

es

of

Study:

Serv

ice/ A

ctiv

ity

Loca

tion

IV.

PA

RT

ICIP

AT

ION

IN

ST

AT

E A

ND

LO

CA

L A

SSE

SSM

EN

TS

Instr

ucti

on

s f

or IE

P T

eam

s:

Frequency

Pr

oje

cted

Begi

nnin

g D

ate

Measu

rable

Annual

Goal

Yes/

No

(Docu

ment

in S

ect

ion Y

) .

Anti

cipate

d

Pers

on(s

)/ A

gency

D

ura

tion

Resp

onsi

ble

Ple

ase

sele

ct t

he a

ppro

pri

ate

ass

ess

ment

opti

on.

Info

rmati

on o

n a

vail

able

test

ing

acc

om

modati

ons

may b

e f

ound in t

he A

ccom

modati

ons

Guid

eli

nes

ava

ilable

on w

ww

.educa

tion.s

tate

.pa.u

s.

State

Asse

ssm

en

ts

No

t A

sse

sse

d

No s

tate

wid

e a

ssess

ment

is a

dm

inis

tere

d a

t th

is s

tudent'

s gr

ade l

eve

l.

No E

ngl

ish p

rofi

ciency

ass

ess

ment

adm

inis

tere

d b

eca

use

the s

tudent

is n

ot

an E

ngl

ish L

angu

age

Learn

er.

PSSA

(M

ath

adm

inis

tere

d in g

rades

3-8

; Sc

ience

adm

inis

tere

d in g

rades

4 a

nd 8

; Readin

g adm

inis

tere

d in g

rades

3-8

; W

riti

ng

adm

inis

tere

d i

n g

rades

5

and 8

; and

ELA

*)

Wit

hout

Wit

h

Test

ed S

ubje

ct

Acc

om

modati

ons

Acc

om

modati

ons

Acc

om

modati

ons

to b

e P

rovi

ded

Math

Sc

ience

Readin

g W

riti

ng

ELA

* *E

LA w

ill

repla

ce t

he R

eadin

g and W

riti

ng

PSSA

s in

2014

-15 f

or

grades

3-8

.

Page 7

of 1

7

Ap

ril

20

14

24

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

uden

t's N

ame:

Ke

yst

on

e E

�c1_rrl

jR�p

lace

s the

11 th

_gra

de P

SSA

in h

igh

scho

ol; S

tude

nt m

ust_p

artic

Jpa!_

�. by_

11_th

__g_ra

de)

With

out

With

Te

sted

Sub

ject

Ac

com

mod

atio

ns

Acco

mm

odat

ions

Acco

mm

odat

ions

to b

e Pr

ovid

ed

Alge

bra

1 Li

tera

ture

Bi

olog

y

Keys

ton�

r�je

ct B

ased

Ass

essm

e11tJ

Avai

labl

e w

ht?ri_

�tud

ent i

s una

ble

to d

emon

stra

te p

rofic

ienc

y on

a K

eyst

one

Exam

or_K

eyst

one

Exam

mod

ule.

)�

---

·-·

···

···

--

--

--

With

out

With

Te

sted

Sub

ject

Ac

com

mod

atio

ns

Acco

mm

odat

ions

Ac

com

mod

atio

ns to

be

Prov

ided

Al

gebr

a 1

Lite

ratu

reBi

olog

y

Valid

ated

Loc

al A

sse

ssm

en

t (A

vaila

ble

whe

n se

lect

ed a

s opt

ion

by L

EA)

With

out

With

Te

sted

Sub

ject

Ac

com

mod

atio

ns

Acco

mm

odat

ions

Acco

mm

odat

ions

to b

e Pr

ovid

ed

Alge

bra

1 Li

tera

ture

Biol

ogy

PA

SA (A

dmin

ister

ed in

Bra

des 3

-8, 1

1 fo

r Rea

di11g

and

Mat

h; G

rade

s 4, 8

, 11

for S

cien

ce)

I I S

tude

nt w

ill p

artic

i12_at

e in

the

PASA

.

Page 8

of 1

7

Expl

ain

why

the

stud

ent c

anno

t par

ticip

ate

in th

e PS

SA o

r the

Key

ston

e Ex

am fo

r Re

adin

g/Li

tera

ture

, Mat

h/ Al

gebr

a 1,

Scie

nce/

Biol

ogy,

and

Com

posit

ion

(The

Com

posit

ion

exam

will

be

avai

labl

e fo

rthe

].91

6-17

scho

oly

e<!r)

:

Expl

ain_

why

theP

ASA_

is ap

prop

riate

:

Choo

se h

ow th

e st

uden

t's p

erfo

rman

ce o

n th

e PA

SA w

ill b

e do

cum

ente

d.

D V

ideo

tape

(pre

ferr

ed m

etho

d)

D W

ritte

n na

rrat

ive

note

s (re

quire

s prio

r app

rova

l in

acco

rdan

ce w

ith P

DEgu

idan

ce)

Ap

ril

20

14

25

IND

IVID

UA

LIZE

D E

DU

CA

TIO

N P

RO

GR

AM

(IE

P)

Stud

ent'

s N

ame:

AC

CESS f

or E

LLs

(Adm

inis

tere

d in

gra

des

K-1

2)

Dom

ains

W

itho

ut

Wit

h U

nabl

e to

Ac

com

mod

atio

ns t

o be

Pro

vide

d or

Rat

iona

le f

or In

abili

ty t

o A

ccom

mod

atio

ns

Acc

omm

odat

ions

Pa

rtic

ipat

e Li

sten

ing

Read

ing

Wri

ting

Sp

eaki

ng

Alte

rnat

e AC

CES

S fo

r EL

Ls (

Adm

inis

tere

d in

gra

des

1-12

)

I I S

tude

nt w

ill p

arti

cipa

te i

n th

e Al

tern

ate

AC

CES

S fo

r El

ls.

Expl

ain

why

the

stu

dent

can

not

part

icip

ate

in t

he A

CC

ESS

for

Ells

:

Expl

ain

why

the

Alt

erna

te A

CC

ESS

for

Ells

is a

ppro

pria

te:

Part

icip

ate

in S

elec

ted

Dom

ains

Dom

ains

W

itho

ut

Wit

h U

nabl

e to

Ac

com

mod

atio

ns t

o be

Pro

vide

d or

Rat

iona

le f

or In

abil

ity

to

Acc

omm

odat

ions

Ac

com

mod

atio

ns

Part

icip

ate

List

enin

g Re

adin

g W

riti

ng

Spea

king

Loca

l A

sse

ssm

ents

D L

ocal

ass

essm

ent

is n

ot a

dmin

iste

red

at t

his

stud

ent'

s gr

ade

leve

l; O

R

0 S

tude

nt w

ill p

arti

cipa

te i

n lo

cal a

sses

smen

ts w

itho

ut a

ccom

mod

atio

ns;

OR

Part

icip

ate

in S

elec

ted

Dom

ains

D S

tude

nt w

ill p

arti

cipa

te in

loca

l ass

essm

ents

wit

h th

e fo

llow

ing

acco

mm

odat

ions

; O

R

I Pag

e 9

of

17

Ap

ril

20

14

26

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

uden

t's

Nam

e:

D T

he s

tuden

t w

ill

take

a l

oca

l al

tern

ate

asse

ssm

ent.

Expla

in w

hy

the

studen

t ca

nnot

part

icip

ate

in t

he loca

l re

gula

r as

sess

men

t:

Expl

ain

why

the l

oca

l al

tern

ate

asse

sslll_

erit

is �

prClp

riat

e:

Pas

e 1

0 o

f 1

7

Ap

ril

20

14

27

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

udent'

s N

am

e:

V.

GO

ALS

AN

D O

BJE

CT

IVES -

Incl

ude,

as

appro

pri

ate

, aca

dem

ic a

nd f

unct

ional go

als

. U

se a

s m

any

copie

s of

this

page a

s needed t

o p

lan a

ppro

pri

ate

ly.

Speci

all

y desi

gned i

nst

ruct

ion m

ay

be l

iste

d w

ith e

ach

goal/

obje

ctiv

e o

r li

sted in S

ect

ion V

I.

Short

term

learn

ing

outc

om

es

are

requir

ed f

or

students

who a

re g

ifte

d.

The s

hort

term

learn

ing

outc

om

es

rela

ted t

o t

he s

tudent'

s gi

fted p

rogr

am

may b

e

list

ed u

nder

Goals

or

Short

Term

Obje

ctiv

es.

MEA

SUR

AB

LE A

NN

UA

L G

OA

L D

esc

ribe H

OW

the

Incl

ude:

Condit

ion,

Nam

e,

Behavi

or,

and C

rite

ria

student'

s pro

gress

tow

ard

D

esc

ribe W

HEN

peri

odic

(Refe

r to

Annota

ted I

EP f

or

desc

ripti

on o

f th

ese

m

eeti

ng

this

goal w

ill be

re

port

s on p

rogr

ess

wil

l be

Report

of

Pro

gress

com

ponents

) m

easu

red

pro

vided t

o p

are

nts

SH

OR

T T

ER

M O

BJE

CT

IVES -

Requir

ed f

or

students

wit

h d

isabilit

ies

who t

ake

alt

ern

ate

ass

ess

ments

align

ed t

o a

ltern

ate

ach

ieve

ment

standard

s (P

ASA

).

Short

term

obje

ctiv

es

I B

ench

mark

s

Pag

e 1

1 o

f 1

7

Ap

ril

20

14

28

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

ud

en

t's

Nam

e:

YI. S

PEC

IAL E

DU

CA

TIO

N/

RELA

TED

SER

VIC

ES/

SU

PPLEM

EN

TA

RY

AID

S A

ND

SER

VIC

ES/

PR

OG

RA

M M

OD

IFIC

AT

ION

S -

Incl

ud

e,

as

ap

pro

pri

ate

, fo

r n

on

acad

em

ic

and

ext

racu

rric

ula

r se

rvic

es

and

act

ivit

ies.

A.

PR

OG

RA

M M

OD

IFIC

AT

ION

S A

ND

SPEC

IALLY

DESIG

NED

IN

ST

RU

CT

ION

(SD

I)•

SDI

ma

y b

e l

iste

d w

ith

ea

ch g

oa

l or

as

pa

rt o

f th

e t

ab

le b

elo

w.

•In

clu

de

su

pp

lem

en

tary

aid

s a

nd

se

rvic

es

as

app

rop

riat

e.

•Fo

r a

stu

de

nt

wh

o h

as

a d

isa

bil

ity

and

is

gift

ed

, SD

I a

lso

sh

ou

ld i

ncl

ud

e a

da

pta

tio

ns,

acc

om

mo

da

tio

ns,

or

mo

dif

ica

tio

ns

to t

he

ge

ne

ral

ed

uca

tio

n c

urr

icu

lum

, a

s a

pp

rop

ria

te f

or

a st

ud

en

t w

ith

a d

isa

bil

ity.

Mo

dif

ica

tio

ns

an

d S

DI

Loca

tio

n

Fre

qu

en

cy

Pro

ject

ed

Be

gin

nin

g D

ate

A

nti

cip

ate

d D

ura

tio

n

B.R

ELA

TE

D S

ER

VIC

ES

-Li

st t

he

se

rvic

es

tha

t th

e s

tud

en

t n

ee

ds

in o

rde

r to

be

ne

fit

fro

m h

is/h

er

spe

cia

l e

du

cati

on

pro

gra

m.

Serv

ice

Lo

cati

on

F

req

ue

ncy

P

roje

cte

d B

egi

nn

ing

Da

te

An

tici

pa

ted

Du

rati

on

C.

SU

PPO

RT

S F

OR

SC

HO

OL P

ER

SO

NN

EL -

List

th

e s

taff

to

re

ceiv

e t

he

su

pp

ort

s a

nd

th

e s

up

po

rts

ne

ed

ed

to

im

ple

me

nt

the

stu

de

nt'

s IE

P.

Sch

oo

l P

ers

on

ne

l to

Su

pp

ort

L

oca

tio

n

Fre

qu

en

cy

Pro

ject

ed

Be

gin

nin

g A

nti

cip

ate

d D

ura

tio

n

(J.e

ceiv

e S

up

po

rt

Da

te

Page 1

2 o

f 1

7

Ap

ril

20

14

29

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

udent'

s N

ame:

D.

GIF

TED

SU

PP

OR

T S

ER

VIC

ES

FO

R A

ST

UD

EN

T ID

EN

TIF

IED

AS

GIF

TED

WH

O A

LSO

IS

IDEN

TIF

IED

AS

A S

TU

DEN

T W

ITH

A D

ISA

BIL

ITY

-Su

pport

serv

ices

are

requi

red t

o a

ssis

t a

gift

ed

stu

dent

to b

enefi

t fr

om

gif

ted

educ

atio

n (

e.g

., p

sych

olo

gica

l se

rvic

es,

pare

nt

counse

ling

and e

duca

tion,

counse

ling

serv

ices,

tran

sport

atio

n t

o a

nd f

rom

gif

ted

pro

gram

s to

cla

ssro

om

s in

buil

din

gs o

pera

ted b

y th

e s

chool d

istr

ict)

.

Support

Serv

ice

Support

Serv

ice

Support

Serv

ice

E.

EX

TEN

DED

SC

HO

OL

YEA

R (

ESY

) -

The I

EP

team

has

con

sid

ere

d a

nd

dis

cuss

ed

ESY

serv

ices,

and

dete

rmin

ed

that:

D S

tud

ent

IS e

ligi

ble f

or

ESY

base

d o

n t

he f

oll

ow

ing

info

rmat

ion o

r d

ata

revi

ew

ed b

y th

e I

EP t

eam

:

I O

R

D A

s of

the d

ate o

f th

is IEP,

stu

dent

is N

OT e

ligi

ble f

or E

SY b

ased o

n t

he f

oll

ow

ing

info

rmat

ion o

r d

ata

revi

ew

ed b

y t

he IEP

team

:

The A

nnual

Goal

s an

d,

when a

ppro

pri

ate,

Short

Ter

m O

bject

ives

from

this

IEP

that

are

to b

e a

ddre

ssed i

n t

he s

tud

ent'

s ES

Y P

rogr

am a

re:

If t

he I

EP t

eam

has

dete

rmin

ed E

SY is

appro

pri

ate,

com

ple

te t

he f

oll

ow

ing:

£SY

Serv

ice t

o b

e P

rovid

ed

Loca

tion

Fre

quency

Pro

ject

ed B

egin

nin

g D

ate

A

nti

cipate

d D

ura

tion

Page 1

3 o

f 1

7

Ap

ril

20

14

30

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) S

tuden

t's

Nam

e:

VII.

ED

UC

AT

ION

AL

PLA

CEM

EN

T

A.

QU

EST

ION

S FO

R IE

P T

EA

M -

The f

ollo

win

g q

uest

ions

mus

t be

revi

ewed

and

dis

cuss

ed b

y th

e IE

P te

am p

rior

to

prov

idin

g th

e ex

pla

nati

ons

rega

rdin

gpa

rtic

ipat

ion

wit

h st

uden

ts w

itho

ut d

isab

ilit

ies.

It i

s th

e re

spon

sibil

ity

of e

ach

pub

lic

agen

cy t

o en

sure

tha

t, t

o th

e m

axim

um e

xten

t ap

pro

pri

ate,

stu

den

ts w

ith

dis

abil

itie

s, i

nclu

din

g th

ose

in p

ubli

c o

r pri

vate

ins

titu

tion

s or

othe

r ca

re f

acil

itie

s, a

re e

duc

ated

wit

h st

uden

ts w

ho a

re n

ot d

isab

led.

Spec

ial

clas

ses,

sep

arat

e sc

hool

ing

or

othe

r re

mov

al

of

stud

ents

wit

h dis

abil

itie

s fr

om t

he

gene

ral

educ

atio

nal

envi

ronm

ent

occu

rs o

nly

whe

n th

e na

ture

or

seve

rity

of

the

dis

abil

ity

is s

uch

that

educ

atio

n in

gen

eral

educ

atio

n cl

asse

s, E

VEN

WIT

H t

he u

se o

f su

pple

men

tary

aid

s an

d s

ervi

ces,

can

not

be

achi

eved

sat

isfa

ctor

ily.

•W

hat

supple

men

tary

aid

s an

d s

ervi

ces

wer

e co

nsid

ered

? W

hat

supp

lem

enta

ry a

ids

and s

ervi

ces

wer

e re

ject

ed?

Exp

lain

why

the

supp

lem

enta

ryai

ds

and

serv

ices

wil

l o

r w

ill no

t en

able

the

stu

den

t to

mak

e pr

ogre

ss o

n th

e go

als

and

obje

ctiv

es (

if a

ppli

cable

) in

this

IEP

in t

he g

ener

aled

ucat

ion

clas

s.

•W

hat

ben

efit

s ar

e pro

vided

in t

he

gene

ral

educ

atio

n cl

ass

wit

h su

pple

men

tary

aid

s an

d s

ervi

ces

vers

us t

he

ben

efit

s pro

vided

in

the

spec

ial

educ

atio

n cl

ass?

•W

hat

pot

enti

ally

ben

efic

ial

effe

cts

and/o

r ha

rmfu

l ef

fect

s m

ight

be e

xpec

ted o

n th

e st

uden

t w

ith

dis

abil

itie

s o

r th

e ot

her

stud

ents

in t

hecl

ass,

eve

n w

ith

supp

lem

enta

ry a

ids

and s

ervi

ces?

•T

o w

hat

exte

nt,

if a

ny,

wil

l th

e st

uden

t par

tici

pat

e w

ith

nond

isab

led p

eers

in e

xtra

curr

icul

ar a

ctiv

itie

s or

othe

r no

naca

dem

ic a

ctiv

itie

s?

Exp

lana

tion

of

the

exte

nt,

if a

ny,

to

whi

ch t

he s

tuden

t w

ill not

par

tici

pat

e w

ith

stud

ents

wit

hout

dis

abil

itie

s in

the

reg

ular

educ

atio

n cl

ass:

Exp

lana

tion

of

the

exte

nt,

if a

ny,

to

whi

ch t

he s

tuden

t w

ill no

t par

tici

pat

e w

ith

stud

ents

wit

hout

dis

abil

itie

s in

the

gen

eral

educ

atio

n cu

rric

ulum

:

Pag

e 14

of

17

Ap

ril

20

14

31

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PRO

GRA

M (

IEP

) St

udent'

s N

ame:

B.

Ty

pe

of

Su

pp

ort

1.A

mo

un

t o

f sp

ecia

l e

du

ca

tio

n s

up

po

rts

D It

inera

nt:

Speci

al educa

tion s

upport

s and s

erv

ices

pro

vided b

y sp

eci

al educa

tion p

ers

onnel fo

r 20% o

r le

ss o

f th

e s

chool day

D S

upple

menta

l: S

peci

al educa

tion s

upport

s an

d s

erv

ices

pro

vided b

y sp

eci

al educa

tion p

ers

onnel

for

more

than 2

0% o

.f th

e d

ay

but

less

than

80% o

f th

e s

chool day

D F

ull-T

ime:

Speci

al e

duca

tion s

upport

s and s

erv

ices

pro

vided b

y sp

eci

al educa

tion p

ers

onnel fo

r 80

% o

r m

ore

of

the s

chool day

2.

Ty

pe

of

spe

cia

l e

du

ca

tio

n s

up

po

rts

D A

uti

stic

Support

Page

15 o

f 17

D B

lind-V

isual

ly I

mpai

red S

upport

D D

eaf

and H

ard

of

Heari

ng S

upport

D E

moti

onal

Support

D L

earn

ing

Support

D L

ife S

kills

Support

D M

ult

iple

Dis

abilit

ies

Support

D P

hys

ical

Support

D S

peech

and L

angu

age

Support

Ap

ril

20

14

32

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RA

M (

IEP

) St

udent'

s N

am

e:

C.

Locati

on o

f st

uden

t's

pro

gra

m

Nam

e o

f Sc

hool

Dis

tric

t w

here

the IEP w

ill

be im

ple

mente

d:

Nam

e o

f Sc

hool

Buil

din

g w

here

the IEP w

ill

be im

ple

mente

d:

Is t

his

sch

ool th

e s

tud

ent'

s neig

hborh

ood s

chool

(i.e

., t

he s

chool

the s

tud

ent

would

att

end

if

he/sh

e d

id n

ot

have

an IEP)?

0 Y

es

0 N

o.

If t

he a

nsw

er

is "

no,"

sele

ct t

he r

easo

n w

hy

not.

0 S

peci

al ed

uca

tion s

up

port

s and s

erv

ices

req

uir

ed

in t

he s

tud

ent'

s IE

P c

annot

be

pro

vid

ed

in t

he n

eig

hborh

ood s

chool

D O

ther.

Ple

ase

expla

in:

Pag

e 16

of

/7

A

pri

l 2

014

33

IND

IVID

UA

LIZ

ED

ED

UC

AT

ION

PR

OG

RAM (

IEP

) St

ude

nt's

Nam

e:

VIII.

PEN

ND

AT

A R

EPO

RT

ING

: Edu

cati

ona

l Env

ironm

ent

(C

om

ple

te e

ithe

r Se

ctio

n A

or

B;

Sele

ct o

nly o

ne

Educa

tional

Envir

onm

ent)

To

calc

ulat

e th

e pe

rcen

tage

of

tim

e in

side

the

reg

ular

cla

ssro

om,

divi

de t

he n

umbe

r of

hou

rs t

he s

tude

nt sp

ends

insi

de the

regu

lar c

lass

room

by

the

tota

l num

ber

of h

ours

in t

he s

choo

l day

(in

clud

ing

lunc

h, r

eces

s, s

tudy

per

iods

).

The

resu

lt is

the

n m

ulti

plie

d by

100

.

I SE

CTI

ON

A:

For

Stud

ents

Edu

cate

d in

Reg

ular

Sch

ool

Buffdl

ngs

wit

h N

on D

isab

led

Peer

s -

Indi

cate

the

Per

cent

age

of t

ime

INSI

DE

the

regu

lar

clas

sroo

m f

or t

his

stud

ent:

Tim

e sp

ent

outs

ide

the

regu

lar

clas

sroo

m r

ecei

ving

ser

vice

s un

rela

ted

to t

he s

tude

nt's

dis

abili

ty (

e.g.

, ti

me

rece

ivin

g ES

L se

rvic

es) sh

ould

be

cons

ider

ed t

ime

insi

de t

he r

egul

ar c

lass

room

. Ed

ucat

iona

l tim

e sp

ent

in a

ge-a

ppro

pria

te c

omm

unit

y-ba

sed

sett

ings

tha

t in

clud

e in

divi

dual

s w

ith

and

wit

hout

dis

abili

ties

, su

ch a

s co

llege

cam

puse

s or

voc

atio

nal s

ites

, sh

ould

be

coun

ted

as t

ime

spen

t in

side

the

reg

ular

cla

ssro

om.

Cal

cula

tion

for

thi

s St

uden

t·

Colu

mn 1

Colu

mn

2 Calc

ula

tion

Indi

cate

Perc

ent

age

Perc

ent

age C

atego

ry

Tot

al h

ours

the

stu

dent

Tot

al h

ours

in a

typ

ical

(H

ours

insi

de r

egul

ar

Sect

ion

A: T

he p

erce

ntag

e of

spen

ds in

the

reg

ular

sc

hool

day

cl

assr

oom

+ h

ours

in

tim

e st

uden

t sp

ends

insi

de th

e sc

hool

day

) x

100"'

%

clas

sroo

m p

er d

ay

(incl

udin

g lu

nch,

rec

ess

regu

lar

clas

sroo

m:

Usi

ng t

he c

alcu

lati

on r

esul

t -

sele

ct t

he a

ppro

pria

te p

erce

ntag

e ca

tego

ry

a s

tudy

per

iods

) (C

olum

n 1

+ Co

lum

n 2)

x

100"

%

__

% o

f th

e d

ay

D

INSI

DE

the R

egu

lar

Cla

ssro

om

80%

or

More

of

the D

ay

0 I

NSI

DE

the

Re

gula

r Cl

assr

oom

79-

40%

of

the D

ay

0 I

NSI

DE

the

Re

gula

r Cl

assr

oom

Le

ss T

han

40%

of

the

Day

in S

ecti

on A

l

SEC

TIO

N B

: Th

is s

ecti

on r

equi

red

only

for

Stu

dent

s Ed

ucat

ed O

UTS

IDE

Regu

lar

Scho

ol B

uild

ings

for

mor

e th

an 5

0% o

f th

e da

y -

sele

ct a

n-cl

indi

cate

the

Nam

e of

Sch

ool

or

wl

Faci

lity

on

the

line

corr

espo

ndin

g w

ith

the

appr

opri

ate

sele

ctio

n: (

If a

stud

ent

spen

ds le

ss th

an 5

0% o

f th

e da

y in

one

of

thes

e lo

cati

ons,

the

IEP

team

mus

t do

the

cal

cula

tion

.:.

0Ap

prov

ed P

riva

te S

choo

l (N

on R

esid

enti

al) _

__

__

__

__

_

OO

ther

Pub

lic F

acili

ty (

Non

Res

iden

tial

) _

__

__

__

__

_

0Ap

prov

ed P

riva

te S

choo

l (R

esid

enti

al)

OH

ospi

tal/

Hom

ebou

nd

OO

ther

Pri

vate

Fac

ility

(N

on R

esid

enti

al)

OCo

rrec

tion

al F

acili

ty

OO

ther

Pri

vate

Fac

ility

(Re

side

ntia

l)

OO

ut o

f St

ate

Faci

lity

OO

ther

Pub

lic F

acili

ty (

Resi

dent

ial)

O

lnst

ruct

ion

Cond

ucte

d in

the

Hom

e

EXAM

PLE

S fo

r Se

ctio

n A:

How

to

Cal

cula

te P

enn

Dat

a-Ed

ucat

iona

l Env

iro

nme

nt P

erc

ent

age

s

Colu

mn

1 Co

lum

n 2

Calc

ulat

ion

Indi

cate

Per

cent

age

Tot

al h

ours

the

stu

dent

spe

nds

in t

he

Tot

al h

ours

in a

typ

ical

sch

ool d

ay

(Hou

rs in

side

regu

lar

clas

sroo

m +

hou

rs in

sch

ool d

ay)

Sect

ion

A:

The

per

cent

age

of t

ime

stud

ent

regu

lar cl

assr

oom

-per

day

(in

clud

ing

lunc

h, r

eces

s 6:

stu

dy

X 1

00 =

%

spen

ds in

side

the

reg

ular

cla

ssro

om:

peri

ods)

(Col

umn

1 +

Colu

mn

2) x

100

= %

Exam

ple

1 5.

5 6.

5 (5

.5 +

6.5

) X

100

= 8

5%

85%

of

the

day

(Insi

de 8

0% o

r Mor

e of

Day

)

Exam

ple

2 3

5 (3

+5 )

X 1

00 =

60%

60

% o

f th

e da

y (In

side

79-

40%

of

Day

) Ex

ampl

e 3

1 5

(1+

5) X

10

0 =

20%

20% o

f th

e da

y (In

side

less

tha

n 40

% o

f D

ay)

For

help

ln u

nder

stan

cHng

ihi

s fo

rm, a

n an

nofa

ted

IEP

l's a

vaila

ble

on t

he P

a TI AN

web

site

atwww

.pat

tan.

net

Typ

e "A

nnot

ated

For

ms'

' i11

the

Sea

rch

feat

ure

on t

he w

ebsi

te.

If y

ou d

o no

t ha

ve a

cces

s to

the

Inte

rnet

, yo

u ca

n re

ques

t th

e an

nota

ted

form

by

calli

ng P

aTIAN

at

800·

441-

3215

.

Page 1

7 o

f 17

Ap

ril

20

14

34

Individualized Education Program (IEP) Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE IEP ASSIGNMENT

This IEP assignment is completed during the special education student teaching placement and reflects assignments from other classes. For this assignment, the special education teacher candidates will develop an IEP following the directions provided. Directions provided for the key components of the individualized education program support the analysis of academic and functional skills and subsequent development of goals and specially designed instruction. The components are: student’s demographic and miscellaneous information, procedural safeguards notice, special considerations, present levels of academic achievement and functional performance, participation in state and local assessments, goals and objectives, and special education/related services/supplementary aids and services/program modifications. Information gathered through collaboration with the student, parents, and professionals should be incorporated within the components of the IEP.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the IEP, the candidate does not meet standards, the IEP must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment rubric.

DIRECTIONS FOR KEY COMPONENTS

Student Demographic and Miscellaneous Information IEP meeting date: Write the date the IEP meeting is held. An IEP meeting is to occur no less than once per calendar year and is conducted within 30 calendar days following the completion of the Evaluation or Reevaluation Report. Anticipated duration of services and programs: Write the last day that the student will receive the services and programs of this IEP. This date must be one day less than a year from the team meeting date. Demographic information of the student: Complete the demographic items required on the IEP form. Additional information that the Local Education Agency (LEA) has found to be useful may also be included. IEP team members: List all the team members present and obtain signatures of the participants. Procedural safeguard notice: Include a copy of the Procedural Safeguards Notice that is sent to parents.

Section I. Special Considerations: Check “yes” or “no” in response to questions regarding the student. Address any responses checked as “yes” in the IEP.

Section II. Present Levels of Academic Achievement and Functional Performance: Include a summary of current assessment results indicating levels of academic and functional strengths and needs, student and parent input, the impact of the student’s disability on involvement and progress in the general education curriculum, strengths, and needs. .

Section IV. Participation in State and Local Assessments: Based on student grade level, abilities, and allowable accommodations, indicate appropriate assessments and assessment accommodations for the student.

35

Section V. Goals and Objectives: Include as many goals as needed to address the student’s academic and functional needs. Annual goals should include the following:

• Condition: The condition (situation, setting, or given material) under which the behavior is to beperformed.

• Name: the student’s name• Behavior: The specific action the student is expected to perform.• Performance Criteria: The level the student must demonstrate for mastery, the number of times

the student must demonstrate the skill for mastery and how frequently the teacher assesses thestudent’s mastery of the skill.

Example: Given 40 high frequency spelling words, (name of student) will correctly spell a minimum of 35 words, three out of four times, when tested on weekly quizzes.

Short-term objectives are required for students with disabilities who take alternative assessments aligned to alternative achievement standards (PASA). However, the IEP team may decide to include short term objectives on any student’s IEP. Short-term objectives should include the same components as an annual goal: condition, student’s name, behavior, and performance criteria. Each short learning objective must relate to only one annual goal.

Document the form of evaluation and evaluation schedule for each goal and short-term objective.

Section VI. Special Education/Related Services/Supplementary Aids and Services/Program Modifications: A. Program Modifications and Specially Designed Instruction (SDI): Document adaptations, asappropriate, to the content, methodology, or delivery of instruction to address the unique needs of thestudent to ensure access to the general education curriculum. For each modification and SDI thefollowing information must be provided:

• Location: where the student will be receiving the service.• Frequency: how often the student will be receiving the service.• The projected beginning date: the starting date of the service.• The anticipated duration of the service: anticipated period of the service.

B. Related services: List services the student needs to benefit from the special education program (e.g.,transportation, psychological services, physical therapy, occupational therapy, counseling services).C. Supports for school personnel: Identify staff members receiving training or support (e.g., programtraining, resource materials) to implement the IEP. For each support, list the school personnel to receivethe support, the support, location and the frequency of the support provided.D. Gifted support for a student identified as gifted who also is identified as a student with a disability:When applicable, list support services (e.g., career guidance, counseling, transportation) required for thestudent to benefit from gifted educationE. Extended school year (ESY): Based on consultation with the IEP team and consideration of factorssuch as regression and recoupment, document student’s eligibility for ESY services. If eligible, list goalsaddressed in the ESY program and services provided. Specifically, the IEP must contain a description ofthe type of ESY services, the location where the services will be provided (e.g., in the student’s home),the frequency of the service (e.g., 30 minutes/day, 5 days/week), the projected beginning date, andanticipated duration of the service.

36

IEP

Rub

ric

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

docu

men

ts

stud

ent a

nd

scho

ol

back

grou

nd

info

rmat

ion

cons

iste

nt w

ith

law

s/po

licie

s.

CE

C 6

.1

Can

dida

te d

ocum

ents

acc

urat

e an

d re

leva

nt d

emog

raph

ic st

uden

t and

sc

hool

bac

kgro

und

info

rmat

ion

cons

iste

nt w

ith fe

dera

l and

stat

e la

ws/

polic

ies b

y in

clud

ing

lear

ner

and

fam

ily a

ddre

ss a

nd p

hone

in

form

atio

n, le

arne

r’s a

ge, g

rade

and

bi

rthda

te, a

ntic

ipat

ed d

ate

of

grad

uatio

n, a

nd re

side

nt a

nd se

rvin

g sc

hool

info

rmat

ion.

Can

dida

te a

lso

docu

men

ts o

ther

rele

vant

info

rmat

ion

such

as t

he p

rimar

y la

ngua

ge sp

oken

by

the

lear

ner a

nd p

aren

ts or

effo

rts

mad

e to

con

tact

the

pare

nts r

egar

ding

th

e IE

P m

eetin

g.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m re

leva

nt

stak

ehol

ders

such

as t

he st

uden

t, pa

rent

, and

scho

ol p

rofe

ssio

nals

.

Can

dida

te d

ocum

ents

acc

urat

e an

d re

leva

nt d

emog

raph

ic st

uden

t and

scho

ol

back

grou

nd in

form

atio

n co

nsis

tent

with

fe

dera

l and

stat

e la

ws/

polic

ies b

y in

clud

ing

lear

ner a

nd fa

mily

add

ress

and

ph

one

info

rmat

ion,

lear

ner’

s age

, gra

de

and

birth

date

, ant

icip

ated

dat

e of

gr

adua

tion,

and

resi

dent

and

serv

ing

scho

ol in

form

atio

n. H

owev

er, t

he

cand

idat

e do

es n

ot d

ocum

ent o

ther

re

leva

nt in

form

atio

n su

ch a

s the

prim

ary

lang

uage

spok

en b

y th

e le

arne

r and

pa

rent

s or e

fforts

mad

e to

con

tact

the

pare

nts r

egar

ding

the

IEP

mee

ting.

C

andi

date

writ

e N

A o

r not

app

licab

le.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m sc

hool

pro

fess

iona

ls a

nd

scho

ol re

cord

s.

Can

dida

te d

ocum

ents

rele

vant

de

mog

raph

ic st

uden

t and

scho

ol

back

grou

nd in

form

atio

n by

incl

udin

g le

arne

r and

fam

ily a

ddre

ss a

nd p

hone

in

form

atio

n, le

arne

r’s a

ge, g

rade

and

bi

rthda

te, a

ntic

ipat

ed d

ate

of g

radu

atio

n,

and

resi

dent

and

serv

ing

scho

ol

info

rmat

ion.

How

ever

, the

can

dida

te m

akes

er

rors

in th

e ac

cura

cy o

f the

bac

kgro

und

info

rmat

ion.

Con

sequ

ently

, the

can

dida

te

does

not

doc

umen

t bac

kgro

und

info

rmat

ion

that

alig

ns w

ith fe

dera

l and

stat

e la

ws/

polic

ies.

In a

dditi

on, t

he c

andi

date

m

ay w

rite

NA

or n

ot a

pplic

able

in th

e “O

ther

info

rmat

ion”

sect

ion

or th

e ca

ndid

ate

leav

es th

e se

ctio

n bl

ank.

Can

dida

te c

olle

cts b

ackg

roun

d in

form

atio

n fro

m sc

hool

reco

rds.

Can

dida

te d

ocum

ents

inco

mpl

ete

dem

ogra

phic

stud

ent a

nd sc

hool

ba

ckgr

ound

info

rmat

ion.

Con

sequ

ently

, th

e ca

ndid

ate

does

not

doc

umen

t ba

ckgr

ound

info

rmat

ion

that

alig

ns w

ith

fede

ral a

nd st

ate

law

s/po

licie

s. In

ad

ditio

n, th

e ca

ndid

ate

does

not

incl

ude

any

cont

ent i

n th

e “O

ther

info

rmat

ion”

se

ctio

n.

Can

dida

te d

oes n

ot id

entif

y th

e so

urce

for

colle

ctin

g ba

ckgr

ound

info

rmat

ion.

Can

dida

te g

ives

co

nsid

erat

ion

to

spec

ial f

acto

rs

influ

enci

ng IE

P de

velo

pmen

t. C

EC

1.1

Can

dida

te g

ives

con

side

ratio

n to

sp

ecia

l fac

tors

by

stat

ing

the

influ

ence

the

lear

ner’

s prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

an

d th

e le

arne

r’s b

ehav

ior h

as o

n IE

P de

velo

pmen

t.

Whe

n th

e sp

ecia

l fac

tors

impa

ct IE

P de

velo

pmen

t, th

e ca

ndid

ate

accu

rate

ly a

nd e

xplic

itly

addr

esse

s th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f the

IEP,

supp

lem

enta

ry

aide

s and

acc

omm

odat

ions

, and

th

roug

h ad

ditio

nal d

ocum

ents

such

as

Com

mun

icat

ion

and

Beh

avio

r In

terv

entio

n Pl

ans.

Can

dida

te g

ives

con

side

ratio

n to

spec

ial

fact

ors b

y st

atin

g th

e in

fluen

ce th

e le

arne

r’s p

rimar

y la

ngua

ge if

not

Eng

lish,

m

ode

of c

omm

unic

atio

n, v

isio

n an

d he

arin

g, a

nd th

e le

arne

r’s b

ehav

ior h

as o

n IE

P de

velo

pmen

t.

Whe

n th

e sp

ecia

l fac

tors

impa

ct IE

P de

velo

pmen

t, th

e ca

ndid

ate

accu

rate

ly a

nd

expl

icitl

y ex

plai

ns h

ow th

e sp

ecia

l fac

tors

w

ill b

e ad

dres

sed

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

Can

dida

te d

oes n

ot a

ccur

atel

y id

entif

y sp

ecia

l fac

tors

such

as t

he le

arne

r’s

prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

and

le

arne

r’s b

ehav

ior.

OR

If th

e ca

ndid

ate

iden

tifie

s the

spec

ial

fact

ors i

mpa

ctin

g IE

P de

velo

pmen

t, th

e ca

ndid

ate

does

not

mea

ning

fully

add

ress

th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

Can

dida

te d

oes n

ot a

ccur

atel

y id

entif

y sp

ecia

l fac

tors

such

as t

he le

arne

r’s

prim

ary

lang

uage

if n

ot E

nglis

h, m

ode

of

com

mun

icat

ion,

vis

ion

and

hear

ing,

and

le

arne

r’s b

ehav

ior.

AN

D

If th

e ca

ndid

ate

iden

tifie

s the

spec

ial

fact

ors i

mpa

ctin

g IE

P de

velo

pmen

t, th

e ca

ndid

ate

does

not

mea

ning

fully

add

ress

th

e sp

ecia

l fac

tors

thro

ugh

the

cont

ent o

f th

e IE

P, su

pple

men

tary

aid

es a

nd

acco

mm

odat

ions

, or t

hrou

gh a

dditi

onal

do

cum

ents

such

as C

omm

unic

atio

n an

d B

ehav

ior I

nter

vent

ion

Plan

s.

37

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s the

ab

ility

to

inte

rpre

t mul

tiple

ty

pes o

f as

sess

men

t in

form

atio

n to

de

velo

p th

e Pr

esen

t Lev

els o

f A

cade

mic

and

Fu

nctio

nal

Perf

orm

ance

. C

EC

4.2

, 4.3

Can

dida

te d

emon

stra

tes t

he a

bilit

y to

in

terp

ret m

ultip

le ty

pes o

f ass

essm

ent

info

rmat

ion

(e.g

., fo

rmal

as

sess

men

ts, o

bser

vatio

ns, w

ork

sam

ples

, int

ervi

ew d

ata)

from

a

varie

ty o

f sta

keho

lder

s (p

rofe

ssio

nals

, par

ents

, and

lear

ner)

to

dev

elop

a P

rese

nt L

evel

s of

Aca

dem

ic a

nd F

unct

iona

l Pe

rform

ance

that

acc

urat

ely

refle

cts

the

lear

ner’

s aca

dem

ic, f

unct

iona

l, an

d so

cial

stre

ngth

s and

nee

ds.

Can

dida

te w

rites

the

lear

ner’

s st

reng

ths a

nd n

eeds

in o

bser

vabl

e an

d m

easu

rabl

e te

rms.

If th

e ca

ndid

ate

mak

es a

judg

men

t sta

tem

ent,

the

cand

idat

e su

ppor

ts th

e st

atem

ent w

ith

data

.

Can

dida

te d

emon

stra

tes t

he a

bilit

y to

in

terp

ret m

ultip

le ty

pes o

f ass

essm

ent

info

rmat

ion

(e.g

., fo

rmal

ass

essm

ents

, ob

serv

atio

ns, w

ork

sam

ples

, int

ervi

ew

data

) fro

m a

var

iety

of s

take

hold

ers

(pro

fess

iona

ls a

nd p

aren

ts) t

o de

velo

p a

Pres

ent L

evel

s of A

cade

mic

and

Fu

nctio

nal P

erfo

rman

ce th

at a

ccur

atel

y re

flect

s the

lear

ner’

s aca

dem

ic, f

unct

iona

l, an

d so

cial

stre

ngth

s and

nee

ds.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

doe

s not

co

nsis

tent

ly w

rite

in o

bser

vabl

e an

d m

easu

rabl

e te

rms.

If th

e ca

ndid

ate

mak

es

a ju

dgm

ent s

tate

men

t, th

e ca

ndid

ate

supp

orts

the

stat

emen

t with

dat

a.

Can

dida

te d

emon

stra

tes d

iffic

ulty

in

inte

rpre

ting

mul

tiple

type

s of a

sses

smen

t in

form

atio

n (e

.g.,

form

al a

sses

smen

ts,

obse

rvat

ions

, wor

k sa

mpl

es, i

nter

view

da

ta) b

y de

velo

ping

a P

rese

nt L

evel

s of

Aca

dem

ic a

nd F

unct

iona

l Per

form

ance

ba

sed

on in

accu

rate

inte

rpre

tatio

n of

qu

antit

ativ

e or

qua

litat

ive

data

sour

ces.

Con

sequ

ently

, the

can

dida

te sp

ecifi

es

acad

emic

, fun

ctio

nal,

and

soci

al st

reng

ths

and

need

s tha

t may

not

be

indi

cativ

e of

the

lear

ner’

s aca

dem

ic a

nd fu

nctio

nal

perfo

rman

ce.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

con

siste

ntly

w

rites

in u

nobs

erva

ble

and

unm

easu

rabl

e te

rms.

Can

dida

te a

lso

uses

judg

emen

t st

atem

ents

with

out s

uppo

rting

the

stat

emen

ts w

ith d

ata.

Can

dida

te d

oes n

ot a

ccur

atel

y in

terp

ret

mul

tiple

type

s of a

sses

smen

t inf

orm

atio

n (e

.g.,

form

al a

sses

smen

ts, o

bser

vatio

ns,

wor

k sa

mpl

es, i

nter

view

dat

a) b

y de

velo

ping

a P

rese

nt L

evel

s of A

cade

mic

an

d Fu

nctio

nal P

erfo

rman

ce b

ased

on

data

inte

rpre

tatio

n er

rors

in th

e qu

antit

ativ

e an

d qu

alita

tive

data

sour

ces.

Can

dida

te d

oes n

ot in

clud

e al

l the

dat

a w

hen

iden

tifyi

ng th

e le

arne

r’s s

treng

ths

and

need

s. C

onse

quen

tly, t

he c

andi

date

sp

ecifi

es a

cade

mic

, fun

ctio

nal,

and

soci

al

stre

ngth

s and

nee

ds th

at d

o no

t be

indi

cativ

e of

the

lear

ner’

s aca

dem

ic a

nd

func

tiona

l per

form

ance

.

Can

dida

te w

rites

the

lear

ner’

s stre

ngth

s an

d ne

eds,

but t

he c

andi

date

con

siste

ntly

w

rites

in u

nobs

erva

ble

and

unm

easu

rabl

e te

rms.

Can

dida

te a

lso

uses

judg

emen

t st

atem

ents

with

out s

uppo

rting

the

stat

emen

ts w

ith d

ata.

Can

dida

te u

ses

know

ledg

e of

in

stru

ctio

nal

plan

ning

to

deve

lop

IEP

annu

al g

oals

. C

EC

5.5

Can

dida

te u

ses k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to w

rite

data

-dr

iven

and

ann

ual g

oals

that

add

ress

th

e pr

iorit

ized

aca

dem

ic, f

unct

iona

l, an

d so

cial

nee

ds o

f the

lear

ner.

Can

dida

te w

rites

goa

ls th

at a

re

dire

ctio

nal,

obse

rvab

le, a

nd h

ave

the

pote

ntia

l to

resu

lt in

mea

ning

ful

lear

ning

pro

gres

sion

s.

Can

dida

te u

ses k

now

ledg

e of

inst

ruct

iona

l pl

anni

ng to

writ

e da

ta-d

riven

and

ann

ual

goal

s tha

t add

ress

the

prio

ritiz

ed

acad

emic

, fun

ctio

nal,

and

soci

al n

eeds

of

the

lear

ner.

Can

dida

te w

rites

goa

ls th

at a

re d

irect

iona

l an

d ob

serv

able

, but

the

cand

idat

e w

rites

go

als t

hat m

ay b

e to

o br

oad

or to

o na

rrow

. C

onse

quen

tly, t

he a

bilit

y fo

r the

lear

ner t

o m

ake

mea

ning

ful p

rogr

ess m

ay b

e im

pede

d.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g to

writ

e an

nual

go

als t

hat a

re d

ata-

driv

en b

ut d

o no

t re

flect

the

prio

ritiz

ed a

cade

mic

, fu

nctio

nal,

and

soci

al n

eeds

of t

he le

arne

r.

Can

dida

te w

rites

dire

ctio

nal g

oals

, but

te

nds t

o us

e un

obse

rvab

le te

rms.

Can

dida

te w

rites

goa

ls th

at w

ill n

egat

ivel

y im

pact

the

abili

ty fo

r the

lear

ner t

o m

ake

mea

ning

ful p

rogr

ess.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of in

stru

ctio

nal p

lann

ing

to w

rite

annu

al

goal

s tha

t are

not

dat

a-dr

iven

and

do

not

refle

ct th

e pr

iorit

ized

aca

dem

ic,

func

tiona

l, an

d so

cial

nee

ds o

f the

lear

ner.

Can

dida

te w

rites

goa

ls th

at la

ck d

irect

ion,

an

d ar

e un

obse

rvab

le. C

andi

date

writ

es

goal

s tha

t will

neg

ativ

ely

impa

ct th

e ab

ility

for t

he le

arne

r to

mak

e m

eani

ngfu

l pr

ogre

ss.

38

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te u

ses

know

ledg

e of

in

stru

ctio

nal

plan

ning

to

deve

lop

IEP

benc

hmar

k.

CE

C 5

.5

Can

dida

te u

ses k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to d

evel

op IE

P be

nchm

arks

that

rela

te to

the

annu

al

goal

. Bas

ed o

n th

e cu

rricu

lar a

rea,

the

cand

idat

e ap

prop

riate

ly se

quen

ces

each

ben

chm

ark

and

prov

ides

a

suffi

cien

t num

ber o

f ben

chm

arks

to

addr

ess t

he sc

ope

of th

e go

al.

Can

dida

te in

clud

es a

con

ditio

n,

lear

ner,

obse

rvab

le b

ehav

ior,

and

verif

iabl

e cr

iterio

n in

eac

h be

nchm

ark.

The

scop

e an

d co

nten

t of

the

benc

hmar

k is

app

ropr

iate

, dat

a-dr

iven

, and

mea

sura

ble.

Can

dida

te u

ses k

now

ledg

e of

inst

ruct

iona

l pl

anni

ng to

dev

elop

IEP

benc

hmar

ks th

at

rela

te to

the

annu

al g

oal.

Bas

ed o

n th

e cu

rric

ular

are

a, th

e ca

ndid

ate

appr

opria

tely

se

quen

ces e

ach

benc

hmar

k an

d pr

ovid

es a

su

ffici

ent n

umbe

r of b

ench

mar

ks to

ad

dres

s the

scop

e of

the

goal

.

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, ob

serv

able

beh

avio

r, an

d ve

rifia

ble

crite

rion

in e

ach

benc

hmar

k. T

he c

onte

nt

of th

e be

nchm

ark

is d

ata-

driv

en, b

ut th

e sc

ope

may

at t

ime

be to

o na

rrow

or t

oo

broa

d to

be

effe

ctiv

ely

mea

sure

d.

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g to

dev

elop

IEP

benc

hmar

ks th

at m

ay re

late

to th

e an

nual

go

al, b

ut d

o no

t cov

er th

e sc

ope

of th

e an

nual

goa

l. B

ased

on

the

curr

icul

ar a

rea,

th

e ca

ndid

ate

may

or m

ay n

ot

appr

opria

tely

sequ

ence

eac

h be

nchm

ark.

OR

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, be

havi

or, a

nd c

riter

ia in

eac

h be

nchm

ark.

H

owev

er, t

he b

ehav

ior i

s not

obs

erva

ble

and

the

crite

rion

is n

ot a

ppro

pria

te fo

r the

be

nchm

ark.

Con

sequ

ently

, the

ben

chm

ark

cann

ot b

e ef

fect

ivel

y m

easu

red.

Can

dida

te d

oes n

ot u

se k

now

ledg

e of

in

stru

ctio

nal p

lann

ing

to d

evel

op IE

P be

nchm

arks

that

rela

te to

the

annu

al g

oal,

and

cove

r the

scop

e of

the

annu

al g

oal.

Bas

ed o

n th

e cu

rric

ular

are

a, th

e ca

ndid

ate

may

or m

ay n

ot a

ppro

pria

tely

se

quen

ce e

ach

benc

hmar

k.

AN

D

Can

dida

te in

clud

es a

con

ditio

n, le

arne

r, be

havi

or, a

nd c

riter

ia in

eac

h be

nchm

ark.

H

owev

er, t

he b

ehav

ior i

s not

obs

erva

ble

and

the

crite

rion

is n

ot a

ppro

pria

te fo

r the

be

nchm

ark.

Con

sequ

ently

, the

ben

chm

ark

cann

ot b

e ef

fect

ivel

y m

easu

red.

Can

dida

te u

ses

know

ledg

e of

as

sess

men

t pr

inci

ples

and

pr

actic

es to

sele

ct

eval

uatio

n pr

oced

ures

and

sc

hedu

le fo

r m

easu

ring

IEP

annu

al g

oals

and

ob

ject

ives

. C

EC

4.1

, 4.2

Can

dida

te u

ses k

now

ledg

e of

as

sess

men

t prin

cipl

es a

nd p

ract

ices

to

sele

ct e

valu

atio

n pr

oced

ures

and

sc

hedu

le fo

r mea

surin

g pr

ogre

ss o

n th

e IE

P go

als a

nd b

ench

mar

ks.

Can

dida

te se

lect

s eva

luat

ion

proc

edur

es th

at w

ill p

rovi

de b

oth

form

ativ

e an

d su

mm

ativ

e da

ta o

n th

e le

arne

r’s p

erfo

rman

ce.

Can

dida

te m

easu

res g

oals

and

be

nchm

arks

on

a sc

hedu

le th

at a

ligns

w

ith th

e le

arne

r’s s

tage

of l

earn

ing

(acq

uisi

tion,

pro

ficie

ncy,

m

aint

enan

ce, a

nd g

ener

aliz

atio

n).

Can

dida

te u

ses k

now

ledg

e of

ass

essm

ent

prin

cipl

es a

nd p

ract

ices

to se

lect

ev

alua

tion

proc

edur

es a

nd sc

hedu

le fo

r m

easu

ring

prog

ress

on

the

IEP

goal

s and

be

nchm

arks

.

Can

dida

te se

lect

s eva

luat

ion

proc

edur

es

that

will

pro

vide

sum

mat

ive

data

on

the

lear

ner’

s per

form

ance

.

Can

dida

te m

easu

res g

oals

and

ben

chm

arks

in

acc

orda

nce

with

lega

l gui

delin

es a

nd a

t sc

hool

des

igna

ted

data

repo

rt tim

es (r

epor

t ca

rds a

nd p

aren

t con

fere

nces

).

Can

dida

te in

effe

ctiv

ely

uses

kno

wle

dge

of

asse

ssm

ent p

rinci

ples

and

pra

ctic

es to

se

lect

eva

luat

ion

proc

edur

es a

nd sc

hedu

le

for m

easu

ring

prog

ress

on

the

IEP

goal

s an

d be

nchm

arks

by

sele

ctin

g ev

alua

tion

proc

edur

es th

at d

o no

t alig

n w

ith th

e co

nten

t of t

he g

oals

and

ben

chm

arks

. C

onse

quen

tly, t

he d

ata

will

not

acc

urat

ely

refle

ct th

e le

arne

r’s p

erfo

rman

ce.

OR

Can

dida

te m

easu

res g

oals

and

ben

chm

arks

on

ce a

yea

r.

Can

dida

te d

oes n

ot u

se k

now

ledg

e of

as

sess

men

t prin

cipl

es a

nd p

ract

ices

to

sele

ct a

ppro

pria

te e

valu

atio

n pr

oced

ures

an

d sc

hedu

le fo

r mea

surin

g pr

ogre

ss o

n th

e IE

P go

als a

nd b

ench

mar

ks.

Can

dida

te

sele

cts a

ll av

aila

ble

eval

uatio

n pr

oced

ures

re

gard

less

of w

heth

er th

e ev

alua

tion

proc

edur

es a

re a

ppro

pria

te to

the

mea

sure

men

t of t

he IE

P go

als a

nd

benc

hmar

ks. C

onse

quen

tly, t

he d

ata

will

no

t acc

urat

ely

refle

ct th

e le

arne

r’s

perfo

rman

ce.

AN

D

Can

dida

te m

easu

res g

oals

and

be

nchm

arks

onc

e a

year

.

39

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s kn

owle

dge

of th

e le

arne

r’s

part

icip

atio

n in

st

ate

and

dist

rict

as

sess

men

ts

incl

usiv

e of

as

sess

men

t ac

com

mod

atio

ns.

CE

C 4

.3

Can

dida

te d

emon

stra

tes k

now

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y ac

cura

tely

id

entif

ying

the

stat

e an

d di

stric

t as

sess

men

ts to

be

take

n in

clus

ive

of

requ

ired

test

ing

acco

mm

odat

ions

. If

the

lear

ner i

s to

parti

cipa

te in

al

tern

ativ

e as

sess

men

ts, t

he c

andi

date

pr

ovid

es a

just

ifica

tion

that

alig

ns

with

rule

s for

ass

essm

ent

adm

inis

tratio

n.

Can

dida

te se

lect

s a v

arie

ty o

f es

sent

ial a

sses

smen

t ac

com

mod

atio

ns (t

estin

g fo

rmat

/inpu

ts, l

earn

er’s

pro

cess

ing

abili

ties i

nclu

ding

pro

cess

ing

time,

ou

tput

pre

fere

nces

, and

test

ing

envi

ronm

ent)

base

d on

lear

ner

perfo

rman

ce d

ata

and

lega

l man

date

s re

gard

ing

test

ing

acco

mm

odat

ions

th

at h

ave

the

pote

ntia

l to

enha

nce

the

lear

ner’

s acc

ess a

nd p

erfo

rman

ce o

n th

e as

sess

men

t. C

andi

date

in

corp

orat

es th

e sa

me

test

ing

acco

mm

odat

ions

at t

he c

lass

room

le

vel a

s wel

l.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal

asse

ssm

ents

by

accu

rate

ly id

entif

ying

the

stat

e an

d di

stric

t ass

essm

ents

to b

e ta

ken

incl

usiv

e of

requ

ired

test

ing

acco

mm

odat

ions

. If t

he le

arne

r is t

o pa

rtici

pate

in a

ltern

ativ

e as

sess

men

ts, t

he

cand

idat

e pr

ovid

es a

justi

ficat

ion.

H

owev

er, t

he c

andi

date

doe

s not

use

the

rule

s for

alte

rnat

ive

asse

ssm

ent

adm

inis

tratio

n to

just

ify th

e le

arne

r’s

parti

cipa

tion

in a

ltern

ativ

e as

sess

men

ts.

Can

dida

te se

lect

s ass

essm

ent

acco

mm

odat

ions

(tes

ting

form

at/in

puts

, le

arne

r’s p

roce

ssin

g ab

ilitie

s inc

ludi

ng

proc

essi

ng ti

me,

out

put p

refe

renc

es, a

nd

test

ing

envi

ronm

ent)

in a

ccor

danc

e w

ith

lega

l man

date

s. H

owev

er, c

andi

date

se

lect

s a m

enu

of a

sses

smen

t ac

com

mod

atio

ns th

at m

ay e

nhan

ce th

e le

arne

r’s a

cces

s to

the

asse

ssm

ent c

onte

nt,

but m

ay n

ot re

sult

in e

nhan

cing

lear

ner

perfo

rman

ce o

n th

e as

sess

men

t. .

Can

dida

te d

emon

stra

tes s

ome

know

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y ac

cura

tely

id

entif

ying

the

stat

e an

d di

stric

t as

sess

men

ts to

be

take

n.

How

ever

, the

can

dida

te li

sts a

sses

smen

t ac

com

mod

atio

ns th

at d

emon

stra

te n

o re

latio

nshi

p to

the

lear

ner’

s nee

ds o

r im

prov

es th

e le

arne

r’s a

cces

s to

the

asse

ssm

ent c

onte

nt.

Can

dida

te d

emon

stra

tes m

inim

al

know

ledg

e of

the

lear

ner’

s par

ticip

atio

n in

stat

e an

d lo

cal a

sses

smen

ts b

y in

accu

rate

ly id

entif

ying

the

stat

e an

d di

stric

t ass

essm

ents

to b

e ta

ken.

In a

dditi

on, t

he c

andi

date

doe

s not

id

entif

y as

sess

men

t acc

omm

odat

ions

that

al

ign

with

the

lear

ner’

s nee

ds a

nd

impr

oves

the

lear

ner’

s acc

ess t

o th

e as

sess

men

t con

tent

.

Can

dida

te se

lect

s su

pple

men

tary

su

ppor

ts a

nd

acco

mm

odat

ions

. C

EC

3.3

, 5.1

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

irect

ly a

ligns

w

ith th

e IE

P go

als/o

bjec

tives

, ac

know

ledg

es th

e ab

ilitie

s of t

he

lear

ner,

and

is g

roun

ded

in e

vide

nce-

base

d pr

actic

e.

Can

dida

te se

lect

s sup

plem

enta

ry

supp

orts

and

acc

omm

odat

ions

that

in

crea

se th

e le

arne

r’s i

ndep

ende

nce

and

prov

ide

acce

ss to

the

gene

ral

educ

atio

n cu

rric

ulum

.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

irect

ly a

ligns

with

th

e IE

P go

als/o

bjec

tives

, ack

now

ledg

es

the

abili

ties o

f the

lear

ner,

and

is

evid

ence

-bas

ed p

ract

ice

for i

ndiv

idua

ls

with

div

erse

abi

litie

s.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

pro

vide

the

lear

ner w

ith a

cces

s to

the

gene

ral

educ

atio

n cu

rric

ulum

.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at in

dire

ctly

rela

tes t

o th

e IE

P go

als/o

bjec

tives

and

the

abili

ties

of th

e le

arne

r. W

hen

sele

ctin

g sp

ecia

lly

desi

gned

inst

ruct

ion,

the

cand

idat

e do

es

not i

ncor

pora

te e

vide

nce-

base

d pr

actic

e.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

may

or m

ay n

ot

prov

ide

the

lear

ner w

ith a

cces

s to

the

gene

ral e

duca

tion

curri

culu

m.

Can

dida

te se

lect

s spe

cial

ly d

esig

ned

inst

ruct

ion

(SD

I) th

at d

oes n

ot re

late

to

the

IEP

goal

s/obj

ectiv

es a

nd th

e ab

ilitie

s of

the

lear

ner.

Whe

n se

lect

ing

spec

ially

de

sign

ed in

stru

ctio

n, th

e ca

ndid

ate

does

no

t inc

orpo

rate

evi

denc

e-ba

sed

prac

tice.

Can

dida

te se

lect

s sup

plem

enta

ry su

ppor

ts

and

acco

mm

odat

ions

that

do

not p

rovi

de

the

lear

ner w

ith a

cces

s to

the

gene

ral

educ

atio

n cu

rric

ulum

.

40

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

te

dem

onst

rate

s kn

owle

dge

of

serv

ice

deliv

ery

to id

entif

y

spec

ially

des

igne

d in

stru

ctio

n an

d re

late

d se

rvic

es.

CE

C 6

.2, 6

.3

Can

dida

te d

emon

stra

tes k

now

ledg

e of

serv

ice

deliv

ery

by a

ccur

atel

y lis

ting

prim

ary

(spe

cial

ly d

esig

ned

inst

ruct

ion)

and

rela

ted

serv

ices

, su

ppor

ts fo

r sch

ool p

erso

nnel

, and

ex

tend

ed sc

hool

yea

r ser

vice

s tha

t al

ign

with

the

lear

ner’

s nee

ds.

Can

dida

te a

lso

accu

rate

ly li

sts t

he

date

of i

nitia

tion,

freq

uenc

y, a

nd

antic

ipat

ion

dura

tion

of sp

ecia

l ed

ucat

ion

serv

ices

.

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

that

resu

lt in

a d

egre

e of

in

tegr

atio

n th

at is

app

ropr

iate

to th

e le

arne

r and

resu

lts in

acc

ess t

o th

e ge

nera

l edu

catio

n cu

rricu

lum

and

m

eani

ngfu

l lea

rnin

g pr

ogre

ssio

ns o

n th

e IE

P.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

se

rvic

e de

liver

y by

acc

urat

ely

listin

g pr

imar

y (s

peci

ally

des

igne

d in

stru

ctio

n)

and

rela

ted

serv

ices

, sup

ports

for s

choo

l pe

rson

nel,

and

exte

nded

scho

ol y

ear

serv

ices

that

alig

n w

ith th

e le

arne

r’s

need

s. C

andi

date

als

o ac

cura

tely

list

s the

da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at re

sult

in a

deg

ree

of in

tegr

atio

n th

at is

ap

prop

riate

to th

e le

arne

r and

resu

lts in

ac

cess

to th

e ge

nera

l edu

catio

n cu

rric

ulum

.

Can

dida

te d

emon

stra

tes k

now

ledg

e of

se

rvic

e de

liver

y by

list

ing

prim

ary

(spe

cial

ly d

esig

ned

inst

ruct

ion)

and

re

late

d se

rvic

es, s

uppo

rts fo

r sch

ool

pers

onne

l, an

d ex

tend

ed sc

hool

yea

r se

rvic

es. H

owev

er, t

he c

andi

date

sele

cts

spec

ial e

duca

tion

serv

ices

that

do

not a

lign

with

the

lear

ner’

s nee

ds.

OR

Can

dida

te m

akes

err

ors i

n re

porti

ng th

e da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

OR

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at d

o no

t res

ult i

n a

degr

ee o

f int

egra

tion

that

is a

ppro

pria

te to

the

lear

ner a

nd

min

imiz

es th

e le

arne

r’s a

cces

s to

the

gene

ral e

duca

tion

curri

culu

m.

Can

dida

te la

cks k

now

ledg

e of

serv

ice

deliv

ery

by li

stin

g pr

imar

y (s

peci

ally

de

sign

ed in

stru

ctio

n) a

nd re

late

d se

rvic

es,

supp

orts

for s

choo

l per

sonn

el, a

nd

exte

nded

scho

ol y

ear s

ervi

ces.

How

ever

, th

e ca

ndid

ate

sele

cts s

peci

al e

duca

tion

serv

ices

that

do

not a

lign

with

the

lear

ner’

s nee

ds.

AN

D

Can

dida

te m

akes

err

ors i

n re

porti

ng th

e da

te o

f ini

tiatio

n, fr

eque

ncy,

and

an

ticip

atio

n du

ratio

n of

spec

ial e

duca

tion

serv

ices

.

AN

D

Can

dida

te se

lect

s ser

vice

del

iver

y op

tions

th

at d

o no

t res

ult i

n a

degr

ee o

f in

tegr

atio

n th

at is

app

ropr

iate

to th

e le

arne

r and

min

imiz

es th

e le

arne

r’s a

cces

s to

the

gene

ral e

duca

tion

curr

icul

um.

41

Appendix F

Unit Plan Format

1. Unit Author(s)/First and Last Name:Course/School Name:

2. Introduction/General Information• Unit Title/Theme

• Number of Lessons w/in Unit

• Subject Areas of Interdisciplinary Integration

• Grade Level(s)

• Unit Summary and Rationale

3. Standards/ Anchors

4. Unit Goals

5. Essential Question(s) for the Unit

6. Pre-Assessment: Completed at the start of the unit to determine the baseline of student knowledge andcompetencies. Use pre-assessment data when analyzing student learning and teacbing at the end of the Unit planreflection.

7. Content-Daily Lesson Plans (Use the prescribed lesson plan format)

8. Integration of Resources and Technology: List all materials, resources and technology (e.g.,multimedia. technology, lab equipment, outside expert) utilized in the instruction of the unit. Iftechnology i s excluded, provide an instructionally sound rationale for its absence.

9. Differentiated Learning Activities: Include research-based strategies that challenge all learners.Include context of the learners as a rationale for differentiation:

• Describe important characteristics of the learners in your classroom: number of learners and

gender, race/ethnicity, school socio-economic status, special needs, and language proficiency (asdefined by Field Experience Diversity Requirements).

• Explain the specific activities that differentiate the content, process, product, and/or learningenvironment designed to provide advanced achievement for all learners.

• Explain the accommodations made for learners with disabilities (IEPs).

Differentiation within the unit plan for a university course is up to the discretion of the professor (e.g., simulation experience).

10. Summative Assessment/Post-Assessment - Related directly to pre-assessment to evaluatedegree of student learning after unit is taught and which match unit goals and lesson plan objectives. Summativeassessments include chapter/unit tests, writing projects, quizzes, or ongoing projects, etc.

42

11. Reflection--Completed after implementation of unit plan: Utilize pre-assessment data to assist yourreflection. Within a university course, provide questions you may pose to yourself for evaluatingstudent learning and your instructional decisions.

• ANALYSIS OF STUDENT LEARNING: Analyze assessment data and documented evidence of

lesson results and explain to what degree instructional decisions made an impact on student learning and

achievement of unit goals and lesson objectives.

• ANALYSIS OF TEACHING: Include modifications/recommendations of current instruction for

future application on I) planning and preparation, 2) classroom environments, 3) instruction, and 4)

professional responsibilities as related to instructional objectives or standards.

43

Special Education Unit Plan Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE SPECIAL EDUCATION UNIT PLAN ASSIGNMENT

This special education unit plan is used to coordinate and implement a series of lessons in the special education student teaching placement. For this assignment, you will design and implement one special education unit plan following the directions provided. To facilitate candidates’ demonstration of the understanding of the link between teacher directives, expected student responses, material usage, data collection, and analysis, the directions have been adapted to guide you in writing the assigned unit plan.

The unit plan format and directions support key components for developing, implementing, and reflecting upon the unit. The components are: interdisciplinary content areas and skills selections, standards, unit goals, pre-assessment and summative assessment, essential questions for the unit, integration of resources and technology, differentiated activities, analysis of student learning, and analysis of teaching.

Using the unit plan components, the special education unit plan rubric (teacher candidate performance expectations), and in collaboration with your co-operating teacher and other professionals, develop one special education unit that will be implemented and then submitted as a required assignment for this course. In planning, implementing and reflecting on your unit plan, you are required to meet with your cooperating teacher and other relevant professionals* (e.g. university supervisor, paraeducators, general education teachers, related service providers, and families). The input from this collaboration must be considered throughout the unit plan process. To demonstrate your collaboration, the attached form must be completed with verification (e.g., signature, e-mail). The completed unit plan will be assessed using the Special Education Unit Plan Rubric.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the plan, the candidate does not meet standards, the plan must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment.

SPECIAL EDUCATION UNIT PLAN DIRECTIONS FOR EACH COMPONENT Describe what you do for each component in the unit plan.

SPECIFIC UNIT PLAN DIRECTIONS – THEME/CONTENT/SKILLS SELECTION Select the unit title/theme of the unit, the number of lessons within the unit, subject areas of interdisciplinary integration (e.g., Reading, Mathematics, Social Studies), the skills to be taught (identified from the scope and sequence for those content areas), and the rationale for that unit.

SPECIFIC UNIT PLAN DIRECTIONS – UNIT FOUNDATION 1. Standard(s)/Anchors: Select a PA Common Core Standard(s) that aligns with the grade level

interdisciplinary content areas and curricular scope and sequence. The standard(s) describeswhat students should demonstrate and be able to do as a result of the instruction; it setsexpectations for student knowledge and skills.

2. Unit Goals: Write goals that depict and measure rigorous academic and social learning goals forstudents with exceptionalities. The goals should specify the condition, learner, measurablebehavioral performance, and criteria.

a. Condition - Describe the circumstance under which each skill will be taught.

44

b. Learner - Write “the learner will…”c. Behavior - Clearly delineate what the learner with exceptionalities will demonstrate

after instruction has occurred; ensure alignment with the standard(s).d. Criteria - Describe the level of performance expected of the learner with

exceptionalities, and the number of trials required to achieve each goal.3. Pre-Assessment and Summative Assessment: Identify the assessment tools and procedures that

will be used to assess the student, and state when to administer each assessment (i.e., prior toand after instruction). Describe the recording systems that will be used to document studentresponses and errors. Examples, such as recorded observations, student artifacts, performancetasks, or self-evaluation may be used to engage learners in their own growth.

SPECIFIC UNIT PLAN DIRECTIONS – UNIT ESSENTIALS 1. Essential Questions for the Unit: List the essential questions that will be posed to students that

will help students conceptualize the theme of the unit and challenge students to think critically.These essential questions should also help students connect the content/concepts to whatthey’ve learned previously.

2. Content-Daily Lesson Plans: Include all lesson plans pertaining to this unit plan. The lesson plansshould follow the established format for this course (see the “general overview of the specialeducation lesson plan assignment” for support).

3. Integration of Resources and Technology: List all materials, resources, and technology you willutilize in the instruction of this unit, such as Augmentative or Alternative Communicationsystem(s) and Assistive Technology, to support delivery of instruction, and enhance languageand communication for students with exceptionalities.

4. Differentiated Learning Activities: Describe how you will differentiate instruction to meet thelearning needs of students with exceptionalities. Specify the activities that differentiate thecontent, process, product, and/or learning environment designed to foster achievement acrossdiverse learners. Include any individualized strategies (e.g., strategies identified in students’ IEPsand/or 504 plans) relevant to this unit.

SPECIFIC UNIT PLAN DIRECTIONS – POST-UNIT REFLECTION 1. Analysis of Student Learning: Review the pre-assessment and summative assessment data

collected during your unit plan. Analyze the results and report the evidence of student learningas related to the instructional goals. Compare your pre- and post-assessment data. As a result ofthe data analysis, describe what you will do to improve and/or enhance student performance.

2. Analysis of Teaching: Through reflection, describe your areas of strength and need for eachcomponent of your unit plan and the effectiveness of instruction as reflected by studentlearning. Describe and support the modifications and recommendations based on yourreflection, in collaboration with professionals and in support of the literature.

45

Verification of Collaboration Form—Unit Plan

Complete this form after each collaborative meeting or consultation. Ensure that each member in attendance (e.g., cooperating teacher, university supervisor, paraeducators, general education teachers, related service providers, grade-level team, and families) signs this form.

Date/Time Person(s) Feedback Comments Signature(s)*

Use additional paper as needed.

46

Scor

ing

Rub

ric

for

Spec

ial E

duca

tion

Uni

t Pla

n

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

dem

onst

rate

kn

owle

dge

of

lear

ner

deve

lopm

ent,

indi

vidu

al

diff

eren

ces,

and

envi

ron-

m

ent i

n th

e pl

anni

ng o

f th

e un

it.

CE

C 1

.1, 1

.2

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of l

earn

er

deve

lopm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pla

nnin

g by

des

igni

ng a

nd im

plem

entin

g ac

adem

ic a

nd so

cial

lear

ning

ex

perie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

iffer

entia

tes a

ctiv

e an

d ef

fect

ive

lear

ning

exp

erie

nces

bas

ed

on th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n an

d sa

fety

nee

ds.

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of l

earn

er

deve

lopm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pla

nnin

g by

des

igni

ng a

nd im

plem

entin

g ac

adem

ic a

nd so

cial

lear

ning

ex

perie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te in

divi

dual

izes

act

ive

and

effe

ctiv

e le

arni

ng e

xper

ienc

es b

ased

on

the

stud

ents

’ int

eres

ts, l

earn

ing

pref

eren

ces,

and

com

mun

icat

ion

and

safe

ty n

eeds

.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the

impa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat m

ay o

r may

not

be

dev

elop

men

tally

app

ropr

iate

or

cultu

rally

resp

onsi

ve (l

angu

age

cultu

re, a

nd fa

mily

bac

kgro

und)

.

Can

dida

te m

ay o

r may

not

tailo

r ac

tive

and

effe

ctiv

e le

arni

ng

expe

rienc

es to

the

stud

ents

’ int

eres

ts,

lear

ning

pre

fere

nces

, and

co

mm

unic

atio

n an

d sa

fety

nee

ds.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the

impa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat a

re n

ot

deve

lopm

enta

lly a

ppro

pria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

oes n

ot ta

ilor a

ctiv

e an

d ef

fect

ive

lear

ning

exp

erie

nces

to th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n an

d sa

fety

nee

ds.

Can

dida

tes

wri

te u

nit

goal

s and

le

arni

ng

obje

ctiv

es

that

are

al

igne

d w

ith

acad

emic

and

C

EC

St

anda

rds.

CE

C 3

.1, 3

.2,

6.1

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at a

re

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

mea

ning

fully

alig

ned

to th

e C

EC a

nd P

A C

omm

on C

ore

Stan

dard

s and

add

ress

indi

vidu

al

stud

ent l

earn

ing

outc

omes

. In

ad

ditio

n, th

e ca

ndid

ate

supp

orts

the

unit

goal

s with

lear

ning

obj

ectiv

es th

at

are

mea

sura

ble,

acc

urat

ely

sequ

ence

d,

and

requ

ires t

he st

uden

ts w

ith

exce

ptio

nalit

ies t

o ut

ilize

the

unit

cont

ent a

cros

s cur

ricul

ar a

reas

.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at a

re

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

mea

ning

fully

alig

ned

to th

e C

EC a

nd P

A C

omm

on C

ore

Stan

dard

s and

add

ress

indi

vidu

al

stud

ent l

earn

ing

outc

omes

. In

ad

ditio

n, th

e ca

ndid

ate

supp

orts

the

unit

goal

s with

lear

ning

obj

ectiv

es

that

are

mea

sura

ble,

acc

urat

ely

sequ

ence

d, a

nd ta

ilore

d to

the

need

s of

the

stud

ents

with

exc

eptio

nalit

ies i

n th

e sp

ecifi

c cu

rric

ular

area

.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at m

ay o

r may

no

t be

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

alig

ned

to th

e PA

C

omm

on C

ore

Stan

dard

s. C

andi

date

do

es n

ot e

stab

lish

a co

nnec

tion

betw

een

the

unit

goal

s and

lear

ning

ob

ject

ives

and

stud

ent l

earn

ing

outc

omes

.

OR

Can

dida

te su

ppor

ts th

e un

it go

als w

ith

lear

ning

obj

ectiv

es th

at a

re n

ot

mea

sura

ble,

acc

urat

ely

sequ

ence

d, o

r al

ign

with

the

unit

goal

s.

The

cand

idat

e de

sign

s uni

t goa

ls a

nd

lear

ning

obj

ectiv

es th

at m

ay o

r may

no

t be

deve

lopm

enta

lly a

ppro

pria

te,

mea

sura

ble,

and

alig

ned

to th

e PA

C

omm

on C

ore

Stan

dard

s. C

andi

date

do

es n

ot e

stab

lish

a co

nnec

tion

betw

een

the

unit

goal

s and

lear

ning

ob

ject

ives

and

stud

ent l

earn

ing

outc

omes

.

AN

D

Can

dida

te su

ppor

ts th

e un

it go

als w

ith

lear

ning

obj

ectiv

es th

at a

re n

ot

mea

sura

ble,

acc

urat

ely

sequ

ence

d, o

r al

ign

with

the

unit

goal

s.

47

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

sele

ct p

re-

and

post

- as

sess

men

ts

that

are

al

igne

d w

ith

lear

ning

ob

ject

ives

an

d C

EC

St

anda

rds t

o m

onito

r st

uden

t pr

ogre

ss.

CE

C 4

.1, 4

.2

The

cand

idat

e se

lect

s mul

tiple

type

s of

info

rmal

and

form

al te

chni

cally

so

und

asse

ssm

ents

that

min

imiz

e bi

as a

nd d

ata

sour

ces t

hat a

re

alig

ned

to m

onito

ring

stud

ent

prog

ress

tow

ard

unit

goal

s, an

d le

ad

to m

akin

g so

und

indi

vidu

aliz

ed

inst

ruct

iona

l dec

isio

ns a

nd lo

ng-

rang

e in

stru

ctio

nal p

lans

.

Can

dida

te in

clud

es d

evel

opm

enta

lly

appr

opria

te p

re-a

sses

smen

ts to

pr

ovid

e ba

selin

e on

the

know

ledg

e of

stud

ents

with

exc

eptio

nalit

ies,

and

post

-ass

essm

ents

that

are

al

igne

d w

ith th

e pr

e-as

sess

men

ts,

and

uses

tech

nolo

gies

to su

ppor

t th

eir s

elec

ted

data

sour

ces.

The

cand

idat

e se

lect

s mul

tiple

type

s of

info

rmal

and

form

al te

chni

cally

so

und

asse

ssm

ents

that

min

imiz

e bi

as, a

nd d

ata

sour

ces t

hat a

re

alig

ned

to m

onito

ring

stud

ent

prog

ress

tow

ard

unit

goal

s, an

d le

ad

to m

akin

g so

und

indi

vidu

aliz

ed

inst

ruct

iona

l dec

isio

ns a

nd lo

ng-

rang

e in

stru

ctio

nal p

lans

.

Can

dida

te in

clud

es d

evel

opm

enta

lly

appr

opria

te p

re-a

sses

smen

ts to

pr

ovid

e ba

selin

e on

the

know

ledg

e of

stud

ents

with

exc

eptio

nalit

ies,

and

post

-ass

essm

ents

that

are

al

igne

d w

ith th

e pr

e-as

sess

men

ts;

how

ever

, the

can

dida

te d

oes n

ot u

se

tech

nolo

gy to

supp

ort o

r man

age

data

.

Can

dida

te m

ay o

r may

not

sele

ct

mul

tiple

type

s of i

nfor

mal

and

fo

rmal

ass

essm

ents

and

dat

a so

urce

s; h

owev

er, t

he a

sses

smen

ts

are

not a

ligne

d to

mon

itorin

g st

uden

t pro

gres

s tow

ard

unit

goal

s, or

lead

to m

akin

g so

und

indi

vidu

aliz

ed in

stru

ctio

nal

deci

sion

s and

long

-rang

e in

stru

ctio

nal p

lans

.

Can

dida

te m

ay o

r may

not

incl

ude

deve

lopm

enta

lly a

ppro

pria

te p

re-

asse

ssm

ents

to p

rovi

de b

asel

ine

on

the

know

ledg

e of

stud

ents

with

ex

cept

iona

litie

s, an

d po

st-

asse

ssm

ents

that

are

alig

ned

with

th

e pr

e-as

sess

men

ts. C

andi

date

doe

s no

t use

tech

nolo

gy to

supp

ort o

r m

anag

e da

ta.

The

cand

idat

e do

es n

ot se

lect

m

ultip

le ty

pes o

f inf

orm

al a

nd

form

al a

sses

smen

ts a

nd d

ata

sour

ces

that

are

alig

ned

to m

onito

ring

stud

ent p

rogr

ess t

owar

d un

it go

als,

or le

ad to

mak

ing

soun

d in

divi

dual

ized

inst

ruct

iona

l de

cisi

ons a

nd lo

ng-ra

nge

inst

ruct

iona

l pla

ns.

Can

dida

te d

oes n

ot in

clud

e de

velo

pmen

tally

app

ropr

iate

pre

- as

sess

men

ts to

pro

vide

bas

elin

e on

th

e kn

owle

dge

of st

uden

ts w

ith

exce

ptio

nalit

ies,

and

post

- as

sess

men

ts th

at a

re a

ligne

d w

ith

the

pre-

asse

ssm

ents

. Can

dida

te d

oes

not u

se te

chno

logy

to su

ppor

t or

man

age

data

.

Can

dida

tes

deve

lop

less

on p

lans

w

ithin

the

unit

plan

that

in

corp

orat

e ev

iden

ce-

base

d ex

plic

it an

d im

plic

it st

rate

gies

. C

EC

5.1

, 5.6

, 5.

7

The

cand

idat

e in

corp

orat

es th

e st

uden

ts’ i

nter

ests

, abi

litie

s, an

d cu

ltura

l/lin

guis

tic fa

ctor

s whe

n se

lect

ing

and

usin

g ex

plic

it an

d im

plic

it ev

iden

ce-b

ased

in

stru

ctio

nal s

trate

gies

with

in th

e un

it le

sson

s.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

thin

k cr

itica

lly to

mas

ter a

nd

gene

raliz

e th

e un

it co

nten

t.

The

cand

idat

e in

corp

orat

es th

e st

uden

ts’ i

nter

ests

, abi

litie

s, an

d cu

ltura

l/lin

guis

tic fa

ctor

s whe

n se

lect

ing

and

usin

g ex

plic

it an

d im

plic

it ev

iden

ce-b

ased

in

stru

ctio

nal s

trate

gies

with

in th

e un

it le

sson

s.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

mas

ter t

he u

nit c

onte

nt a

nd th

ink

criti

cally

to a

pply

the

unit

cont

ent.

The

cand

idat

e in

corp

orat

es

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es w

ithin

the

unit

less

ons.

How

ever

, it i

s not

evi

dent

that

the

cand

idat

e co

nsid

ered

the

stud

ents

’ in

tere

sts,

abili

ties,

and

cultu

ral/l

ingu

istic

fact

ors w

hen

sele

ctin

g th

e ex

plic

it an

d im

plic

it in

stru

ctio

nal s

trate

gies

.

Can

dida

te d

esig

ns a

nd im

plem

ents

in

stru

ctio

n an

d ac

tiviti

es th

at

enco

urag

e st

uden

ts to

mas

ter t

he

unit

cont

ent,

but d

id n

ot re

quire

st

uden

ts to

use

crit

ical

thin

king

to

appl

y un

it th

e co

nten

t.

The

cand

idat

e in

corp

orat

es

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es w

ithin

the

unit

less

ons.

How

ever

, it i

s not

evi

dent

that

the

cand

idat

e co

nsid

ered

the

stud

ents

’ in

tere

sts,

abili

ties,

and

cultu

ral/l

ingu

istic

fact

ors w

hen

sele

ctin

g th

e ex

plic

it an

d im

plic

it in

stru

ctio

nal s

trate

gies

.

Can

dida

te d

esig

ns in

stru

ctio

n an

d ac

tiviti

es th

at e

ncou

rage

stud

ents

to

mas

ter t

he u

nit c

onte

nt, b

ut d

urin

g im

plem

enta

tion,

the

cand

idat

e di

d no

t pro

vide

inst

ruct

ion

as d

esig

ned

in th

e le

sson

pla

ns. C

onse

quen

tly, i

t is

not

evi

dent

that

the

stud

ents

m

aste

red

the

unit

cont

ent.

48

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

deve

lop

less

ons

with

in th

e un

it pl

an

that

add

ress

ac

cess

to

gene

ral a

nd

spec

ializ

ed

curr

icul

a.

CE

C 3

.3, 5

.3

The

cand

idat

e in

tegr

ates

exp

licit

inst

ruct

iona

l tec

hniq

ues,

mod

ifica

tions

, and

acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t lea

rnin

g of

and

ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es.

The

cand

idat

e in

tegr

ates

exp

licit

inst

ruct

iona

l tec

hniq

ues,

mod

ifica

tions

, and

acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t acc

ess s

to

gene

ral a

nd sp

ecia

lized

cur

ricul

ar

cont

ent a

nd a

ctiv

ities

.

The

cand

idat

e at

tem

pts t

o in

tegr

ate

tech

niqu

es, m

odifi

catio

ns, a

nd

acco

mm

odat

ions

(inc

lusi

ve o

f AA

C

syst

ems a

nd A

T to

supp

ort t

he

lang

uage

and

com

mun

icat

ion

need

s of

the

lear

ner)

to im

prov

e st

uden

t ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es;

how

ever

, it i

s not

cle

ar h

ow st

uden

ts

with

exc

eptio

nalit

ies w

ill a

cces

s the

co

nten

t and

act

iviti

es.

The

cand

idat

e do

es n

ot u

se e

xplic

it in

stru

ctio

nal t

echn

ique

s, m

odifi

catio

ns, o

r acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he le

arne

r)

to im

prov

e st

uden

t lea

rnin

g of

and

ac

cess

to g

ener

al a

nd sp

ecia

lized

cu

rric

ular

con

tent

and

act

iviti

es.

Can

dida

tes

use

evid

ence

/ da

ta to

ev

alua

te

impa

ct o

n st

uden

t le

arni

ng.

CE

C 4

.2

The

cand

idat

e m

eani

ngfu

lly

eval

uate

s ins

truct

iona

l dat

a by

de

scrib

ing

and

com

parin

g qu

antit

ativ

e an

d qu

alita

tive

pre/

post

da

ta w

hich

incl

udes

supp

ortin

g ta

bles

or g

raph

s. C

andi

date

di

scus

ses t

he re

sults

incl

udin

g an

er

ror a

naly

sis a

nd p

rovi

des

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es) d

emon

stra

ting

the

exte

nt to

w

hich

all

stud

ents

met

the

stan

dard

s an

d un

it go

als.

Can

dida

te u

ses t

he

anal

ysis

to g

uide

dec

isio

ns fo

r fu

ture

inst

ruct

iona

l pla

nnin

g.

The

cand

idat

e m

eani

ngfu

lly

eval

uate

s ins

truct

iona

l dat

a by

de

scrib

ing

and

com

parin

g qu

antit

ativ

e pr

e/po

st d

ata

whi

ch

incl

udes

supp

ortin

g ta

bles

or g

raph

s. C

andi

date

dis

cuss

es th

e re

sults

and

pr

ovid

es su

ppor

ting

docu

men

tatio

n (w

ork

sam

ples

) dem

onst

ratin

g th

e ex

tent

to w

hich

all

stud

ents

met

the

stan

dard

s and

uni

t goa

ls; h

owev

er,

the

cand

idat

e do

es n

ot in

clud

e an

er

ror a

naly

sis.

Can

dida

te u

ses t

he

anal

ysis

to g

uide

dec

isio

ns fo

r fu

ture

inst

ruct

iona

l pla

nnin

g.

The

cand

idat

e ev

alua

tes

inst

ruct

iona

l dat

a by

des

crib

ing

and

com

parin

g qu

antit

ativ

e pr

e/po

st d

ata

whi

ch in

clud

es su

ppor

ting

tabl

es o

r gr

aphs

. Can

dida

te d

iscu

sses

the

resu

lts, b

ut d

oes n

ot p

rovi

de

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es) d

emon

stra

ting

the

exte

nt to

w

hich

all

stud

ents

met

the

stan

dard

s an

d un

it go

als.

Add

ition

ally

, the

ca

ndid

ate

does

not

incl

ude

an e

rror

an

alys

is. C

andi

date

cre

ates

a d

ata

anal

ysis

that

has

lim

ited

utili

ty in

gu

idin

g de

cisi

ons f

or fu

ture

in

stru

ctio

nal p

lann

ing.

The

cand

idat

e ev

alua

tes

inst

ruct

iona

l dat

a by

des

crib

ing

and/

or c

ompa

ring

quan

titat

ive

pre/

post

dat

a; h

owev

er, t

he

cand

idat

e do

es n

ot in

clud

e su

ppor

ting

tabl

es o

r gra

phs.

Can

dida

te d

iscu

sses

the

resu

lts, b

ut

does

not

pro

vide

supp

ortin

g do

cum

enta

tion

(wor

k sa

mpl

es)

dem

onst

ratin

g th

e ex

tent

to w

hich

al

l stu

dent

s met

the

stan

dard

s and

un

it go

als.

Add

ition

ally

, the

ca

ndid

ate

does

not

incl

ude

an e

rror

an

alys

is. C

andi

date

cre

ates

a d

ata

anal

ysis

that

has

lim

ited

utili

ty in

gu

idin

g de

cisi

ons f

or fu

ture

in

stru

ctio

nal p

lann

ing.

49

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts

Exp

ecta

tions

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

view

th

emse

lves

as

life

long

st

uden

ts a

nd

refle

ct a

nd

adju

st th

e pr

actic

es.

CE

C 6

.1, 6

.2,

6.4

Bas

ed o

n st

uden

t out

put d

ata

and

lear

ning

, the

can

dida

te re

flect

s on

wha

t has

bee

n ef

fect

ive

or

inef

fect

ive

in th

e pl

anni

ng a

nd

impl

emen

tatio

n of

inst

ruct

ion,

cl

assr

oom

man

agem

ent a

nd

asse

ssm

ent.

Can

dida

te su

bsta

ntia

tes t

he

refle

ctio

n w

ith e

xam

ples

from

the

unit

plan

to su

ppor

t are

as o

f pe

dago

gica

l stre

ngth

s, an

d fo

r are

as

that

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e ut

ilize

s pro

fess

iona

l lit

erat

ure

and

feed

back

from

m

eetin

gs w

ith p

rofe

ssio

nals

(e.g

., co

oper

atin

g te

ache

r, pa

raed

ucat

ors,

beha

vior

supp

ort p

erso

nnel

, un

iver

sity

supe

rvis

or) t

o su

ppor

t the

ch

ange

s nee

ded

for i

mpr

ovem

ent o

n th

e im

pact

of s

tude

nt le

arni

ng a

nd

prof

essi

onal

gro

wth

.

Bas

ed o

n st

uden

t out

put d

ata

and

lear

ning

, the

can

dida

te re

flect

s on

wha

t has

bee

n ef

fect

ive

or

inef

fect

ive

in th

e pl

anni

ng a

nd

impl

emen

tatio

n of

inst

ruct

ion,

cl

assr

oom

man

agem

ent a

nd

asse

ssm

ent.

Can

dida

te su

bsta

ntia

tes t

he

refle

ctio

n w

ith e

xam

ples

from

the

unit

plan

to su

ppor

t are

as o

f pe

dago

gica

l stre

ngth

s, an

d fo

r are

as

that

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e ut

ilize

s pro

fess

iona

l lit

erat

ure

to su

ppor

t a c

hang

e fo

r im

prov

emen

t on

the

impa

ct o

f st

uden

t lea

rnin

g an

d pr

ofes

sion

al

grow

th.

The

cand

idat

e re

flect

s on

wha

t has

be

en e

ffec

tive

or in

effe

ctiv

e in

the

plan

ning

and

impl

emen

tatio

n of

in

stru

ctio

n, c

lass

room

man

agem

ent

and

asse

ssm

ent,

but d

oes n

ot li

nk

the

effe

ctiv

e an

d in

effe

ctiv

e in

stru

ctio

nal c

hoic

es to

the

impa

ct

on st

uden

t lea

rnin

g.

OR

Can

dida

te d

oes n

ot su

bsta

ntia

te th

e re

flect

ion

with

exa

mpl

es fr

om th

e un

it pl

an to

supp

ort a

reas

of

peda

gogi

cal s

treng

ths,

and

for a

reas

th

at th

e ca

ndid

ate

is in

effe

ctiv

e.

Can

dida

te u

tiliz

es p

rofe

ssio

nal

liter

atur

e to

supp

ort a

cha

nge

for

impr

ovem

ent o

n th

e im

pact

of

stud

ent l

earn

ing

and

prof

essi

onal

gr

owth

; how

ever

, the

can

dida

te

sele

cts p

rofe

ssio

nal s

ourc

es th

at d

o no

t len

d su

ppor

t to

the

need

ed

chan

ge.

The

cand

idat

e re

flect

s on

wha

t has

be

en e

ffec

tive

or in

effe

ctiv

e in

the

plan

ning

and

impl

emen

tatio

n of

in

stru

ctio

n, c

lass

room

man

agem

ent

and

asse

ssm

ent,

but d

oes n

ot li

nk

the

effe

ctiv

e an

d in

effe

ctiv

e in

stru

ctio

nal c

hoic

es to

the

impa

ct

on st

uden

t lea

rnin

g.

AN

D

Can

dida

te d

oes n

ot su

bsta

ntia

te th

e re

flect

ion

with

exa

mpl

es fr

om th

e un

it pl

an to

supp

ort a

reas

of

peda

gogi

cal s

treng

ths,

and

for a

reas

th

at th

e ca

ndid

ate

is in

effe

ctiv

e.

Can

dida

te u

tiliz

es p

rofe

ssio

nal

liter

atur

e to

supp

ort a

cha

nge

for

impr

ovem

ent o

n th

e im

pact

of

stud

ent l

earn

ing

and

prof

essi

onal

gr

owth

; how

ever

, the

can

dida

te

sele

cts p

rofe

ssio

nal s

ourc

es th

at d

o no

t len

d su

ppor

t to

the

need

ed

chan

ge.

Can

dida

tes

colla

bora

te

with

the

lear

ning

co

mm

unity

to

addr

ess t

he

need

s of

stud

ents

with

ex

cept

iona

li-

ties i

n th

e pl

anni

ng a

nd

deliv

ery

of

the

unit.

C

EC

7.2

, 7.3

The

cand

idat

e de

mon

stra

tes

colla

bora

tion

with

pro

fess

iona

l ed

ucat

ors (

e.g.

, tea

cher

s, gr

ade

leve

l te

am, p

arae

duca

tors

) and

fam

ilies

du

ring

unit

plan

ning

and

im

plem

enta

tion

by in

corp

orat

ing

idea

s of s

take

hold

ers t

o cr

eate

cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts a

cros

s a w

ide

rang

e of

se

tting

s tha

t mea

ning

fully

invo

lve

stud

ents

with

exc

eptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd

posi

tive

soci

al in

tera

ctio

ns, a

nd

prom

ote

the

wel

l-bei

ng o

f stu

dent

s w

ith e

xcep

tiona

litie

s

The

cand

idat

e de

mon

stra

tes a

co

llabo

ratio

n w

ith p

rofe

ssio

nal

educ

ator

s (e.

g., t

each

ers,

grad

e le

vel

team

, par

aedu

cato

rs) d

urin

g un

it pl

anni

ng a

nd im

plem

enta

tion

by

inco

rpor

atin

g id

eas o

f sta

keho

lder

s to

cre

ate

cultu

rally

resp

onsi

ve

lear

ning

env

ironm

ents

that

m

eani

ngfu

lly in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd p

ositi

ve

soci

al in

tera

ctio

ns, a

nd p

rom

ote

the

wel

l-bei

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s; h

owev

er, t

he c

andi

date

do

es n

ot a

ppea

r to

inco

rpor

ate

idea

s of

pro

fess

iona

l edu

cato

rs (e

.g.,

teac

hers

, gra

de le

vel t

eam

, pa

raed

ucat

ors)

dur

ing

unit

plan

ning

an

d im

plem

enta

tion

to c

reat

e cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts th

at m

eani

ngfu

lly

incl

ude

stud

ents

with

ex

cept

iona

litie

s in

incl

usiv

e un

it le

arni

ng a

ctiv

ities

and

pos

itive

so

cial

inte

ract

ions

, and

may

or m

ay

not p

rom

ote

the

wel

l-bei

ng o

f st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s whe

n pr

ompt

ed b

y th

e co

oper

atin

g te

ache

r; ho

wev

er, t

he

cand

idat

e do

es n

ot in

corp

orat

e id

eas

of th

e pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs, g

rade

leve

l tea

m,

para

educ

ator

s) d

urin

g un

it pl

anni

ng

and

impl

emen

tatio

n to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n in

clus

ive

unit

lear

ning

act

iviti

es a

nd p

ositi

ve

soci

al in

tera

ctio

ns, a

nd p

rom

ote

the

wel

l-bei

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

50

I. Title

Appendix G

TEACHING DEVICE/ ADAPTATION

IL Explanation/Rationale - (target group, subject, students' needs, etc.)

III. Evaluation - ( effectiveness, students' reaction, futurechanges, etc.)

51

I. Title

II. Picture

Appendix H

BULLETIN BOARD/LEARNING STATION

III. Explanation/Rationale - (target group, subject students'needs, etc.)

IV. Evaluation - ( effectiveness, students' reaction, futurechanges, etc.)

52

AP

PE

ND

IX I

(1

)

AN

EC

DO

TA

L R

EC

OR

D F

OR

M

Date

T

ime

S

tu

de

nt B

eh

avio

r

Te

ach

er R

eactio

n

Stu

de

nt R

eactio

n

53

Appendix I (2)

ABC Analysis Format

Antecedent Behavior Consequences

(if observable) 1. (list separately) A.

B.

C.

2. (etc.)

54

Appendix J

Induction Information

(This should be completed no later than the 2nd week of each assignment.)

One of the first problems encountered by the student teacher or a teacher who is new to a particular school is that of becoming acquainted with school policy. Once situations involving policy are mastered and become automatic, the teacher can put efforts where they belong - his/her students and teaching.

Are you familiar with/responsible for:

First Second Assign Assign

morning arrival time?

departure time?

responsibility on the playground?

hall duty?

schedules of specialists?

lunch orders and schedules?

fire drill procedure?

civil defense procedure?

method of checking daily attendance?

handling of attendance reports?

procedures for excusing children to leave the classroom?

schedule of subjects and activities?

staff meeting procedures?

responsibility in the lunch room?

accident reports?

rules governing discipline?

bus regulations?

general care of classroom?

55

Can you locate:


Do you have:


the central office?

the supply rooms?

the library?

the cafeteria?

the playground areas?

the duplicating facilities?

the technology aids?

the professional library?

a desk of your own?

a definite conference time with your Cf?

a teacher's copy of texts?

a copy of the teacher's school policy handbook?

a procedure for requisitioning supplies?

a school calendar of activities?

Do you know about:


nurse's services?

guidance services?

speech therapist?

56

Do you know about: ( cont'd)


psychologist?

social worker?

field trip procedures?

reading specialist?

testing program?

use of library facilities by the children?

instructional materials available?

indusionary philosophy of the school district

Have you met or conferred with:


the principal/local education authority?

other classroom teachers?

the custodians?

the secretaries?

any parents?

support staff?

Name: ___________ _ (Student Teacher)

57

Appendix K

MANAGEMENT PROGRAM

1. Briefly describe your philosophy of student discipline pertaining to your current studentteaching placement.

2. Develop and list your classroom rules.

3. Complete a reinforcement inventory of each student (if appropriate).

4. Develop a list of some potentially powerful reinforcers and consequences, frominventory data and observation, that may prove to be useful with the class orindividuals.

5. List one to three priority management objectives (social or work habits, affective oracademic) for students in your class. Select behaviors that you feel need to beweakened or strengthened.

6. Provide a brief description of how you will attempt to change the behaviors as listed inItem #5.

7. Evaluation

58

Appendix L

Classroom Overview

1. Type of class: i.e. full-time, part-time, inclusionary, mixed category (specify themix).

2. Size of class: number of pupils listed on roster

3. Subject areas taught: academic and non-academic

4. Outline of takeover schedule.

59

STUDENT:

CLASS:

PERIOD: TIME:

General Student Behavior:

Student/Student Interactions:

Teacher/Student Interactions:

Time Spent on Task:

Other:

Appendix M (1)

Observation

60

I. Purpose

II. What Observed -

III. Personal Reaction -

Appendix M (2)

Observation Format

1. Date -

2. Time-

3. Subject/ Activity -

61

Appendix N

Lesson Plan Format

Name: Date:

I. LESSON FOUNDATION

Lesson Title: Lesson Number w/in Unit: Unit Title: Grade Level(s): Time Allotted: Subject Area(s)/Subject Content Explanation:

Standard(s)/Anchors: PA Academic Standards/Anchors describe what students should demonstrate and be able to do as a result of instruction. Common Core Standards may be used by school districts to represent a set of expectations for student knowledge and skills that high school graduates need to master to succeed in college and careers.

Essential Question(s): An essential question establishes c�ntent knowledge and connects that knowledge to the topic at hand and to the student's prior knowledge. Essential questions should be embedded throughout the introduction, procedures, and closure of a lesson or unit of study.

Instructional Objectivc(s): A clearly delineated statement of what a student will demonstrate or do after instruction has occurred. This should specify the condition, performance, and criterion.

Formative Assessment: The assessment process that occurs during instruction and learning activities.

Summative Assessment: The assessment 1>rocess that occurs after instruction and learning activities. If the lesson is a component of a unit of study, describe how students will demonstrate mastery of material and how it will be measured.

II. LESSON BODY

INTRODUCTION: A process to engage/activate student learning, interest and prior knowledge. This activity and instruction relate the experiences of the students to the objectives of the lesson. An "Instructional Set" may include a motivational device, connection to prior learning and real life experiences, relevance to future learning, stated connection to instructional objective and academic standards or the essential questions to be addressed in lesson.

TEACHING PROCEDURES: The step-by-step process/procedure for teaching information, concepts and skills identified in the instructional objectives.

Must include: *Description ofMethod(s) Used to Present Subject Matter - Explicitly and sequentially describe

how you will teach/1iresent the lesson's concepts to your students and the multiple approaches you will use. Include the learning activities, processes, procedures and or strategies that support the lesson.

*Guided Practice - Explicitly and sequentially describe the op11ortunities provided to students forpractice and application of skills under direct teacher supervision. This may involve modeling, use of prompt hierarchies and use of key discussion questions to stimulate thought and provoke inquiry.

*Independent Practice - Explicitly and sequentially describe the opportunities provided to students to practice and apply skills independently. This provides a platform for formative assessment practices and connection to lesson objecti\'eS.

CLOSURE: A process designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to use, apply and extend what has just been taught. The lesson summary includes a review of central lesson concepts and/or essential questions, a preview of future learning, an application to daily living or an expansion/extension of concept.

62

III. LESSON ESSENTIALS

DIFFERENTIATED LEARNING ACTIVITIES: Specific activities designed to provide for the instructional needs of ALL students (e.g., learning profile, ethnicity, ability, gender). Learning profiles can include student interests, readiness, and learning styles.

Instruction should be differentiated through: I) content, 2) process, 3) product, and/or 4) learning environment. Describe how differentiation meets the learning needs of students in your classroom and research-based strategies utilized to optimize learning.

Additional individualized strategies as mandated by IEPs and 504 plans include:

INSTRUCTIONAL RESOURCES, MATERIALS AND TECHNOLOGY: List all materials, resources and technology utilized in the instruction of a lesson.

IV. POST-LESSON REFLECTION:

ANALYSIS OF STUDENT LEARNING: Review of data and documented evidence of lesson results as related to instructional objectives or standards.

ANALYSIS OF TEACHING: Include modifications/recommendations of current instruction for future application on I) planning and preparation, 2) classroom environment, 3) instruction, 11nd 4) professional responsibilities as related to instructional objectives or standards.

* Approved by COE Assessment Committee S-8-13

63

Special Education Lesson Plan Assignment for SPECED 461/561: Student Teaching Seminar

GENERAL OVERVIEW OF THE SPECIAL EDUCATION LESSON PLAN ASSIGNMENT

This special education lesson plan is used to plan and implement lessons in the special education student teaching placement. The special education lesson plan and special education rubric were used as assignments in other classes to prepare for this student teaching assignment. For this assignment, you will design and implement one special education lesson plan following the directions provided. To facilitate candidates’ demonstration of the understanding of the link between teacher directives, expected student responses, material usage, data collection, and analysis, the directions have been adapted to guide you in writing the assigned lesson plan.

The lesson plan format and directions support key components for developing, implementing, and reflecting upon the lesson. The components are: content and skill selection, standards, instructional objective, formative and summative assessment, introduction, instructional methods, guided practice, independent practice, closure, differentiated activities, instructional resources, materials, and technology, analysis of student learning, and analysis of teaching.

Using the lesson plan components, the special education lesson plan rubric (teacher candidate performance expectations), and in collaboration with your co-operating teacher and other professionals, develop one special education lesson that will be implemented and then submitted as a required assignment for this course. In planning, implementing, and reflecting on your lesson plan, you are required to meet with your cooperating teacher and other relevant professionals* (e.g., university supervisor, paraeducators, general education teachers, related service providers, and families). The input from this collaboration must be considered throughout the lesson plan process. To demonstrate your collaboration, the attached form must be completed with verification (e.g., signature, e-mail). The completed lesson plan will be assessed using the Special Education Lesson Plan Rubric.

Candidates must meet CEC Initial Preparation Standards on this assessment to pass SPECED 461/561. If on the initial submission of the plan, the candidate does not meet standards, the plan must be revised and submitted until standards are met. The meeting of standards is defined as having an average rating of “meets expectations” across the assessment.

SPECIAL EDUCATION LESSON PLAN DIRECTIONS FOR EACH COMPONENT Describe what you will say or do for each component in the lesson.

SPECIFIC LESSON PLAN DIRECTIONS –SKILL SELECTION Select the content area (e.g., Reading, Mathematics, Life Skills) and the skill to be taught (identified from the scope and sequence for that content area).

SPECIFIC LESSON PLAN DIRECTIONS – LESSON FOUNDATION 1. Standard(s)/Anchors: Select a PA Common Core Standard(s) that aligns with the grade level content and

curricular scope and sequence. The standard(s) describes what students should demonstrate and be ableto do as a result of the instruction; it sets expectations for student knowledge and skills.

2. Instructional Objective(s): Write an objective(s) that depicts and measures rigorous academic and sociallearning goals for students with exceptionalities. The objective(s) should specify the condition, learner,measurable behavioral performance, and criteria.

a. Condition - Describe the circumstance under which the skill will be taught.b. Learner - Write “the learner will…”

64

c. Behavior - Clearly delineate what the learner with exceptionalities will demonstrate afterinstruction has occurred; ensure alignment with the standard(s).

d. Criteria - Describe the level of performance expected of the learner with exceptionalities, and thenumber of trials required to achieve the objective.

3. Formative and Summative Assessment: Identify the assessment tools and procedures that will be used toassess the student, and state when to administer each assessment(s) (i.e., prior to, during, and/or afterinstruction). Describe the recording system that will be used to document student responses and errors.Examples, such as recorded observations, student artifacts, performance tasks, or self-evaluation may beused to engage learners in their own growth.

SPECIFIC LESSON PLAN DIRECTIONS – LESSON BODY TEACHING PROCEDURES: Describe the step-by-step process/procedure for teaching a concept(s) and/or skill(s) identified in the instructional objective(s). Include all five components as listed below. 1. Introduction: Describe how you will introduce the academic standard(s), objective(s), and/or essential

question(s) to be addressed in the lesson. Include a motivational device or strategy such as, self-questioning, predicting, brainstorming, or using graphic organizers. The introductory activity you describeshould connect to prior learning and link to current learning and include an explanation of why theconcept/skill to be learned is important.

2. Instructional Methods Used to Present Subject Matter: Explicitly and sequentially describe how you willteach the lesson's concept(s) or skill(s) using evidence-based and differentiated instructional practicesthat address your lesson’s objective(s). Include how you will model and provide a variety of examples tosupport student learning of the concept or skill being taught.

3. Guided Practice: Explicitly and sequentially describe the opportunities you will provide to students forpractice and application of the concept or skill being taught under your direct supervision. This mayinvolve modeling, use of prompt hierarchies, task analysis, differentiated activities. Include how you withgive frequent feedback and correction.

4. Independent Practice: Explicitly and sequentially describe the opportunities you will provide to studentsto practice and apply the concept or skill independently. Ensure that the practice activities specified aremeaningful, challenging, and aligned with the learning objective(s), and provide for errorless learning.

5. Closure: Describe how you will summarize/conclude the lesson to help students bring together theconcept or skill, and to use, apply, generalize to other learning environments and extend what has beentaught.

SPECIFIC LESSON PLAN DIRECTIONS – LESSON ESSENTIALS 1. Differentiated Learning Activities: Describe how you will differentiate instruction to meet the learning

needs of students with exceptionalities. Include any individualized strategies (e.g., strategies identified instudents’ IEPs and/or 504 plans) relevant to this lesson.

2. Instructional Resources, Materials and Technology: List all materials, resources, and technology you willutilize in the instruction of this lesson, such as Augmentative or Alternative Communication system(s) andAssistive Technology, to support delivery of instruction, and enhance language and communication forstudents with exceptionalities.

SPECIFIC LESSON PLAN DIRECTIONS – POST-LESSON REFLECTION 1. Analysis of Student Learning: Review the formative and/or summative assessment data collected during

your lesson. Analyze the results and report the evidence of student learning as related to the instructionalobjective(s). Compare your pre- and post-assessment data. As a result of the data analysis, describe whatyou will do to improve and/or enhance student performance.

2. Analysis of Teaching: Through reflection, describe your areas of strength and need for each component ofyour lesson and the effectiveness of instruction as reflected by student learning. Describe and support themodifications and recommendations based on your reflection, in collaboration with professionals and insupport of the literature.

65

Verification of Collaboration Form—Lesson Plan

Complete this form after each collaborative meeting or consultation. Ensure that each member in attendance (e.g., cooperating teacher, university supervisor, paraeducators, general education teachers, related service providers, grade-level team, and families) signs this form.

Date/Time Person(s) Feedback Comments Signature(s)*

Use additional paper as needed.

66

Scor

ing

Rub

ric

for

Spec

ial E

duca

tion

Less

on P

lan

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

wri

te g

oals

/ ob

ject

ives

al

igne

d w

ith

stan

dard

s. C

EC

6.1

The

cand

idat

e de

sign

s and

co

mm

unic

ates

less

on o

bjec

tives

that

ar

e ob

serv

ably

alig

ned

to th

e C

EC

and

PA C

omm

on C

ore

Stan

dard

s and

su

ppor

t all

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

rigor

ous

lear

ning

goa

ls.

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n an

d de

term

ine

impa

ct o

f ins

truct

ion

on th

e le

arni

ng o

f stu

dent

s with

ex

cept

iona

litie

s.

The

cand

idat

e de

sign

s and

co

mm

unic

ates

less

on o

bjec

tives

that

ar

e ob

serv

ably

alig

ned

to th

e C

EC

and

PA C

omm

on C

ore

Stan

dard

s and

su

ppor

t all

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

rigor

ous

lear

ning

goa

ls.

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

sign

s and

may

or

may

not

com

mun

icat

e le

sson

ob

ject

ives

that

are

obs

erva

bly

but n

ot

nece

ssar

ily m

eani

ngfu

lly a

ligne

d to

th

e C

EC o

r PA

Com

mon

Cor

e St

anda

rds.

Add

ition

ally

, the

ca

ndid

ate

writ

es le

sson

obj

ectiv

es

that

may

or m

ay n

ot su

ppor

t stu

dent

s w

ith e

xcep

tiona

litie

s in

mee

ting

iden

tifie

d le

arni

ng g

oals

.

OR

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s;

how

ever

, the

can

dida

te u

ses l

esso

n ob

ject

ives

that

are

not

in a

lignm

ent

with

the

need

s of t

he st

uden

ts w

ith

exce

ptio

nalit

ies.

The

cand

idat

e de

sign

s and

/or

com

mun

icat

es le

sson

obj

ectiv

es th

at

are

not m

eani

ngfu

lly a

ligne

d to

the

CEC

or P

A C

omm

on C

ore

Stan

dard

s. A

dditi

onal

ly, t

he

cand

idat

e w

rites

less

on o

bjec

tives

th

at d

o no

t sup

port

stud

ents

with

ex

cept

iona

litie

s in

mee

ting

iden

tifie

d le

arni

ng g

oals

.

AN

D

Can

dida

te u

ses t

he le

sson

obj

ectiv

es

as a

mea

ns to

targ

et in

stru

ctio

n fo

r st

uden

ts w

ith e

xcep

tiona

litie

s;

how

ever

, the

can

dida

te u

ses l

esso

n ob

ject

ives

that

are

not

in a

lignm

ent

with

the

need

s of t

he st

uden

ts w

ith

exce

ptio

nalit

ies.

Can

dida

tes

dem

onst

rate

kn

owle

dge

of

lear

ner

deve

lopm

ent

and

indi

vidu

al

lear

ner

diff

eren

ces i

n th

e le

sson

pl

anni

ng.

CE

C 1

.1, 1

.2

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of

lear

ner d

evel

opm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pl

anni

ng b

y de

sign

ing

and

impl

emen

ting

mea

ning

ful a

nd

chal

leng

ing

acad

emic

and

soci

al

lear

ning

exp

erie

nces

for s

tude

nts

with

exc

eptio

nalit

ies t

hat a

re

deve

lopm

enta

lly a

ppro

pria

te a

nd

cultu

rally

resp

onsi

ve (l

angu

age,

cu

lture

, and

fam

ily b

ackg

roun

d).

Can

dida

te d

iffer

entia

tes l

earn

ing

expe

rienc

es b

ased

on

the

stud

ents

’ in

tere

sts,

lear

ning

pre

fere

nces

, and

co

mm

unic

atio

n ne

eds.

The

cand

idat

e de

mon

stra

tes a

n un

ders

tand

ing

of th

e im

pact

of

lear

ner d

evel

opm

ent a

nd in

divi

dual

di

ffere

nces

on

inst

ruct

iona

l pl

anni

ng b

y de

sign

ing

and

impl

emen

ting

mea

ning

ful a

nd

chal

leng

ing

acad

emic

or s

ocia

l le

arni

ng e

xper

ienc

es fo

r stu

dent

s w

ith e

xcep

tiona

litie

s tha

t are

de

velo

pmen

tally

app

ropr

iate

and

cu

ltura

lly re

spon

sive

(lan

guag

e,

cultu

re, a

nd fa

mily

bac

kgro

und)

.

Can

dida

te in

divi

dual

izes

lear

ning

ex

perie

nces

bas

ed o

n th

e st

uden

ts’

inte

rest

s, le

arni

ng p

refe

renc

es, a

nd

com

mun

icat

ion

need

s.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the i

mpa

ct o

f lea

rner

de

velo

pmen

t and

indi

vidu

al

diffe

renc

es o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

aca

dem

ic o

r soc

ial

lear

ning

exp

erie

nces

for s

tude

nts w

ith

exce

ptio

nalit

ies t

hat m

ay o

r may

not

be

dev

elop

men

tally

appr

opria

te o

r cu

ltura

lly re

spon

sive

(lan

guag

e,

cultu

re, a

nd fa

mily

bac

kgro

und)

.

How

ever

, whi

le im

plem

entin

g th

e le

sson

the

cand

idat

e do

es n

ot ta

ilor

lear

ning

exp

erie

nces

to th

e st

uden

ts’

inte

rest

s, le

arni

ng p

refe

renc

es, a

nd

com

mun

icat

ion

need

s.

The

cand

idat

e de

mon

stra

tes a

lim

ited

unde

rsta

ndin

g of

the i

mpa

ct

of le

arne

r dev

elop

men

t and

in

divi

dual

diff

eren

ces o

n in

stru

ctio

nal p

lann

ing

by d

esig

ning

ac

adem

ic o

r soc

ial l

earn

ing

expe

rienc

es fo

r stu

dent

s with

ex

cept

iona

litie

s tha

t are

not

de

velo

pmen

tally

app

ropr

iate

or

cultu

rally

resp

onsi

ve (l

angu

age,

cu

lture

, and

fam

ily b

ackg

roun

d).

Add

ition

ally

, whi

le im

plem

entin

g th

e le

sson

the

cand

idat

e do

es n

ot

tailo

r lea

rnin

g ex

perie

nces

to th

e st

uden

ts’ i

nter

ests

, lea

rnin

g pr

efer

ence

s, an

d co

mm

unic

atio

n ne

eds.

67

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

dem

onst

rate

in

thei

r pl

anni

ng

and

teac

hing

, an

und

er-

stan

ding

of

gene

ral a

nd

spec

ializ

ed

curr

icul

ar

cont

ent

know

ledg

e.

CE

C 3

.1, 3

.2

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

gen

eral

and

spec

ializ

ed

curr

icul

a in

pla

nnin

g an

d de

liver

ing

inst

ruct

ion

by p

rese

ntin

g ke

y co

ncep

ts

rela

ted

to th

e le

sson

obj

ectiv

e in

a

syst

emat

ic a

nd e

rror

less

man

ner.

Can

dida

te p

rovi

des a

var

iety

of

exam

ples

that

supp

ort s

tude

nt

lear

ning

.

Can

dida

te d

iffer

entia

tes l

earn

ing

by

utili

zing

met

hods

, cur

ricul

ar c

onte

nt,

and

stud

ent p

rodu

cts t

hat w

ill re

sult

in

mea

ning

ful l

earn

ing

prog

ress

ions

w

ithin

and

acr

oss c

urric

ular

dom

ains

fo

r stu

dent

s with

exc

eptio

nalit

ies.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

gen

eral

and

spec

ializ

ed

curr

icul

a in

pla

nnin

g an

d de

liver

ing

inst

ruct

ion

by p

rese

ntin

g ke

y co

ncep

ts

rela

ted

to th

e le

sson

obj

ectiv

e in

a

syst

emat

ic a

nd e

rror

less

man

ner.

Can

dida

te in

divi

dual

izes

lear

ning

by

sele

ctin

g m

etho

ds a

nd c

urric

ular

co

nten

t tha

t will

resu

lt in

mea

ning

ful

lear

ning

pro

gres

sion

s for

stud

ents

w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of g

ener

al a

nd sp

ecia

lized

cu

rric

ula

in p

lann

ing

and

deliv

erin

g in

stru

ctio

n by

pre

sent

ing

key

conc

epts

th

at re

late

to th

e le

sson

obj

ectiv

e, b

ut

the

cand

idat

e m

akes

err

ors i

n pr

esen

tatio

n. W

hen

erro

rs a

re m

ade,

th

e ca

ndid

ate

self-

corr

ects

or r

espo

nds

to a

pro

mpt

from

a c

oope

ratin

g pr

ofes

sion

al/u

nive

rsity

supe

rvis

or.

Giv

en th

e ca

ndid

ate

mak

es e

rror

s in

the

desi

gn a

nd/o

r pre

sent

atio

n of

co

nten

t, th

e le

arni

ng p

rogr

essi

ons o

f st

uden

ts w

ith e

xcep

tiona

litie

s are

ne

gativ

ely

impa

cted

.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of g

ener

al

and

spec

ializ

ed c

urric

ula

in p

lann

ing

and

deliv

erin

g in

stru

ctio

n by

pr

esen

ting

key

conc

epts

that

may

or

may

not

rela

te to

the

less

on o

bjec

tive.

Er

rors

in p

rese

ntat

ion

of th

e co

nten

t ar

e ob

serv

ed. W

hen

erro

rs a

re m

ade,

th

e ca

ndid

ate

does

not

self-

corr

ect o

r re

spon

d to

a p

rom

pt fr

om a

co

oper

atin

g pr

ofes

sion

al/u

nive

rsity

su

perv

isor

.

Giv

en th

e ca

ndid

ate

mak

es e

rror

s in

the

desi

gn a

nd/o

r pre

sent

atio

n of

co

nten

t, th

e le

arni

ng p

rogr

essi

ons o

f st

uden

ts w

ith e

xcep

tiona

litie

s are

ne

gativ

ely

impa

cted

.

Can

dida

tes

adap

t in

stru

ctio

n to

in

crea

se

curr

icul

ar

acce

ss a

nd

impr

ove

lear

ning

. CEC

3.

3

The

cand

idat

e de

sign

s and

im

plem

ents

curr

icul

ar ad

apta

tions

that

ar

e ta

ilore

d to

the

need

s of s

tude

nts

with

exc

eptio

nalit

ies t

o m

ake

cont

ent

know

ledg

e ac

cess

ible

and

impr

ove

stud

ent l

earn

ing.

Can

dida

te se

lect

s ad

apta

tions

that

fost

er le

arne

r in

depe

nden

ce, a

nd c

an b

e us

ed a

cros

s cu

rric

ular

area

s.

The

cand

idat

e de

sign

s and

im

plem

ents

curr

icul

ar ad

apta

tions

that

ar

e ta

ilore

d to

the

need

s of s

tude

nts

with

exc

eptio

nalit

ies t

o m

ake

cont

ent

know

ledg

e ac

cess

ible

and

impr

ove

stud

ent l

earn

ing.

Can

dida

te se

lect

s ad

apta

tions

that

fost

er le

arne

r in

depe

nden

ce in

the

curr

ent s

ettin

g,

but t

he a

dapt

atio

ns m

ay n

ot b

e vi

able

ac

ross

cur

ricul

ar ar

eas.

The

cand

idat

e de

sign

s cur

ricul

ar

adap

tatio

ns th

at a

re ta

ilore

d to

the

stud

ents

’ nee

ds to

mak

e co

nten

t kn

owle

dge

acce

ssib

le, b

ut th

e ca

ndid

ate

does

not

inco

rpor

ate

the

adap

tatio

ns in

to th

e in

stru

ctio

nal

deliv

ery.

Con

sequ

ently

, it i

s not

ev

iden

t tha

t the

ada

ptat

ions

cou

ld

impr

ove

stud

ent l

earn

ing.

The

cand

idat

e de

sign

s cur

ricul

ar

adap

tatio

ns th

at a

re n

ot ta

ilore

d to

the

stud

ents

’ ins

truct

iona

l nee

ds.

Ther

efor

e, it

is n

ot e

vide

nt th

at th

e ca

ndid

ate

mak

es c

onte

nt k

now

ledg

e ac

cess

ible

for s

tude

nts w

ith

exce

ptio

nalit

ies.

68

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes u

se

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts

that

are

al

igne

d w

ith

less

on

obje

ctiv

es a

nd

CE

C

Stan

dard

s. C

EC

4.1

, 4.2

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

form

ativ

e an

d su

mm

ativ

e as

sess

men

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

and

usin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cul

tura

lly

resp

onsi

ve, a

lign

with

stud

ent

inte

rest

s, m

onito

r lea

rner

pro

gres

s, an

d gu

ide

inst

ruct

iona

l dec

isio

n m

akin

g.

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ res

pons

es a

s w

ell a

s err

ors w

ithin

the

less

on. B

ased

on

stud

ent r

espo

nses

, the

can

dida

te

adju

sts i

nstru

ctio

n to

mee

t the

nee

ds o

f th

e st

uden

ts w

ith e

xcep

tiona

litie

s.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

form

ativ

e an

d su

mm

ativ

e as

sess

men

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

and

usin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cul

tura

lly

resp

onsi

ve a

nd m

onito

r lea

rner

pr

ogre

ss a

nd g

uide

inst

ruct

iona

l de

cisi

on m

akin

g.

Can

dida

te d

esig

ns a

nd u

tiliz

es a

re

cord

kee

ping

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ re

spon

ses w

ithin

the

less

on. B

ased

on

stud

ent r

espo

nses

, the

can

dida

te

adju

sts i

nstru

ctio

n to

mee

t the

nee

ds

of th

e st

uden

ts w

ith

exce

ptio

nalit

ies.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent i

n th

e pl

anni

ng a

nd im

plem

entin

g of

in

stru

ctio

n by

sele

ctin

g fo

rmat

ive

and

sum

mat

ive

asse

ssm

ents

that

are

cu

ltura

lly re

spon

sive

, but

do

not

effe

ctiv

ely

mon

itor l

earn

er p

rogr

ess

and

assi

st th

e ca

ndid

ate

in m

akin

g in

struc

tiona

l dec

ision

s.

OR

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

mon

itors

stud

ents

’ res

pons

es w

ithin

th

e le

sson

. At t

he c

oncl

usio

n of

the

less

on, t

he c

andi

date

exa

min

es st

uden

t re

spon

ses t

o de

term

ine

whe

re

adju

stm

ents

to in

stru

ctio

n sh

ould

hav

e be

en m

ade.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of

form

ativ

e and

sum

mat

ive a

sses

smen

t in

the

plan

ning

and

impl

emen

ting

of

inst

ruct

ion

by se

lect

ing

form

ativ

e an

d su

mm

ativ

e as

sess

men

ts th

at a

re

cultu

rally

resp

onsi

ve, b

ut d

o no

t ef

fect

ivel

y m

onito

r lea

rner

pro

gres

s an

d as

sist

the

cand

idat

e in

mak

ing

instr

uctio

nal d

ecis

ions

.

AN

D

Can

dida

te d

esig

ns a

nd u

tiliz

es a

reco

rd

keep

ing

syst

em w

ithin

the

less

on p

lan

that

doe

s not

eff

ectiv

ely

mon

itor

stud

ents

’ res

pons

es w

ithin

the

less

on.

Due

to th

e la

ck o

f mea

ning

ful d

ata,

ca

ndid

ate

cann

ot u

se th

e da

ta to

de

term

ine

whe

re a

djus

tmen

ts to

in

stru

ctio

n sh

ould

hav

e be

en m

ade.

69

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns

(2)

Doe

s Not

Mee

t Exp

ecta

tions

(1)

Can

dida

tes

take

into

co

nsid

erat

ion

the

stud

ent

with

ex

cept

iona

litie

s le

arni

ng n

eeds

du

ring

in

stru

ctio

nal

plan

ning

and

se

lect

ion

of

teac

hing

st

rate

gies

. C

EC

5.1

, 5.3

, 5.

6

The

cand

idat

e de

mon

stra

tes

know

ledg

e of i

nstru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing,

ad

aptin

g, a

nd u

sing

a ra

nge

of

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es th

at ad

dres

s the

indi

vidu

al

inte

rest

s, ab

ilitie

s, ne

eds a

nd

back

grou

nd o

f stu

dent

s with

ex

cept

iona

litie

s.

Can

dida

te se

amle

ssly

inte

grat

es

expl

icit

inst

ruct

ion

tech

niqu

es a

nd

mod

ifica

tions

, and

inco

rpor

ates

ac

com

mod

atio

ns (i

nclu

sive

of A

AC

sy

stem

s and

AT

to su

ppor

t the

la

ngua

ge a

nd c

omm

unic

atio

n ne

eds

of th

e le

arne

r) to

impr

ove

stud

ent

lear

ning

of a

nd a

cces

s to

the

inst

ruct

iona

l con

tent

and

act

iviti

es.

Can

dida

te d

esig

ns in

stru

ctio

n th

at

enco

urag

es st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s in

othe

r lea

rnin

g en

viro

nmen

ts.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of i

nstru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing,

ad

aptin

g, a

nd u

sing

a ra

nge

of

evid

ence

-bas

ed in

stru

ctio

nal

stra

tegi

es th

at ad

dres

s the

indi

vidu

al

inte

rest

s, ab

ilitie

s, ne

eds a

nd

back

grou

nd o

f stu

dent

s with

ex

cept

iona

litie

s.

Can

dida

te se

amle

ssly

inte

grat

es

expl

icit

inst

ruct

ion

tech

niqu

es, a

nd

mod

ifica

tions

, and

inco

rpor

ates

ac

com

mod

atio

ns (i

nclu

sive

of A

AC

sy

stem

s and

AT

to su

ppor

t the

la

ngua

ge a

nd c

omm

unic

atio

n ne

eds

of th

e le

arne

r) to

impr

ove

stud

ent

lear

ning

of a

nd a

cces

s to

the

inst

ruct

iona

l con

tent

and

act

iviti

es.

Can

dida

te d

esig

ns in

stru

ctio

n th

at

enco

urag

es st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s with

in th

e cl

assr

oom

.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of in

stru

ctio

nal p

lann

ing

and

stra

tegi

es b

y se

lect

ing

adap

ting,

an

d us

ing

inst

ruct

iona

l stra

tegi

es

that

do

not a

ddre

ss th

e in

divi

dual

in

tere

sts,

abili

ties,

need

s and

ba

ckgr

ound

of s

tude

nts w

ith

exce

ptio

nalit

ies.

OR

Can

dida

te a

ttem

pts t

o in

tegr

ate

expl

icit

inst

ruct

iona

l tec

hniq

ues a

nd

inco

rpor

ates

mod

ifica

tions

or,

acco

mm

odat

ions

(inc

lusi

ve o

f AA

C

syst

ems a

nd A

T to

supp

ort t

he

lang

uage

and

com

mun

icat

ion n

eeds

of

the

lear

ner)

to im

prov

e st

uden

t le

arni

ng o

f and

acc

ess t

o th

e in

stru

ctio

nal c

onte

nt a

nd a

ctiv

ities

; ho

wev

er, i

t is n

ot c

lear

how

st

uden

ts w

ith e

xcep

tiona

litie

s will

ac

cess

the c

onte

nt an

d ac

tiviti

es.

AN

D

Can

dida

te d

esig

ns in

stru

ctio

n th

at

does

not

enc

oura

ge st

uden

ts w

ith

exce

ptio

nalit

ies t

o us

e an

d ap

ply

skill

s with

in th

e cl

assr

oom

.

The

cand

idat

e de

mon

stra

tes

unac

cept

able

kno

wle

dge

of

inst

ruct

iona

l pla

nnin

g an

d st

rate

gies

by

sele

ctin

g, a

dapt

ing,

and

usi

ng

inst

ruct

iona

l stra

tegi

es th

at d

o no

t ad

dres

s the

indi

vidu

al in

tere

sts,

abili

ties,

need

s and

bac

kgro

und

of

stud

ents

with

exc

eptio

nalit

ies.

AN

D

Can

dida

te d

oes n

ot u

se e

xplic

it in

stru

ctio

nal t

echn

ique

s, m

odifi

catio

ns, o

r acc

omm

odat

ions

(in

clus

ive

of A

AC

syst

ems a

nd A

T to

supp

ort t

he la

ngua

ge a

nd

com

mun

icat

ion

need

s of t

he

lear

ner)

to im

prov

e st

uden

t lea

rnin

g of

and

acc

ess t

o th

e in

stru

ctio

nal

cont

ent a

nd a

ctiv

ities

.

AN

D

Can

dida

te d

esig

ns in

stru

ctio

n th

at d

oes

not e

ncou

rage

stud

ents

with

ex

cept

iona

litie

s to

use

and

appl

y sk

ills

with

in th

e cl

assr

oom

.

70

Com

pone

nts

Exc

eeds

Exp

ecta

tions

(4)

Mee

ts E

xpec

tatio

ns (3

) In

cons

iste

ntly

Mee

ts E

xpec

tatio

ns (2

) D

oes N

ot M

eet E

xpec

tatio

ns (1

) C

andi

date

s re

flect

on

the

impa

ct o

f the

le

sson

on

stud

ents

with

ex

cept

iona

litie

s. C

EC

6.1

, 6.2

, 6.

4

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

refle

ctio

n by

dis

cuss

ing

the

effe

ctiv

e an

d in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

Can

dida

te su

ppor

ts th

e di

scus

sion

w

ith e

xam

ples

from

the

less

on a

nd

supp

ortin

g as

sess

men

t dat

a. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

in

effe

ctiv

e, th

e ca

ndid

ate

is a

ble

to

use

prof

essi

onal

reso

urce

s (c

oope

ratin

g te

ache

rs,

para

prof

essi

onal

s, un

iver

sity

su

perv

isor

) and

lite

ratu

re to

supp

ort

the

chan

ges t

hat c

ould

be

mad

e to

im

prov

e th

e im

pact

on

stud

ent

lear

ning

.

The

cand

idat

e de

mon

stra

tes

know

ledg

e of

refle

ctio

n by

dis

cuss

ing

the

effe

ctiv

e an

d in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

Can

dida

te su

ppor

ts th

e di

scus

sion

w

ith e

xam

ples

from

the

less

on a

nd

supp

ortin

g as

sess

men

t dat

a. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

in

effe

ctiv

e, th

e ca

ndid

ate

is a

ble

to

use

prof

essi

onal

lite

ratu

re to

supp

ort

the

chan

ges t

hat c

ould

be

mad

e to

im

prov

e th

e im

pact

on

stud

ent

lear

ning

.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of re

flect

ion

by d

iscu

ssin

g on

ly th

e ef

fect

ive

or in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

OR

Can

dida

te d

oes n

ot su

ppor

t the

di

scus

sion

with

exa

mpl

es fr

om th

e le

sson

and

supp

ortin

g as

sess

men

t da

ta. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e se

lect

s pro

fess

iona

l lite

ratu

re to

su

ppor

t the

cha

nges

that

cou

ld b

e m

ade

to im

prov

e th

e im

pact

on

stud

ent l

earn

ing,

but

it is

not

evi

dent

ho

w th

e lit

erat

ure

supp

orts

the

chan

ge.

The

cand

idat

e de

mon

stra

tes l

imite

d kn

owle

dge

of re

flect

ion

by d

iscu

ssin

g on

ly th

e ef

fect

ive

or in

effe

ctiv

e co

mpo

nent

s of t

he le

sson

incl

udin

g cu

rric

ular

con

tent

, met

hod

sele

ctio

n,

and

activ

ity se

lect

ion.

AN

D

Can

dida

te d

oes n

ot su

ppor

t the

di

scus

sion

with

exa

mpl

es fr

om th

e le

sson

and

supp

ortin

g as

sess

men

t da

ta. F

or th

e ar

eas i

n w

hich

the

cand

idat

e is

inef

fect

ive,

the

cand

idat

e se

lect

s pro

fess

iona

l lite

ratu

re to

su

ppor

t the

cha

nges

that

cou

ld b

e m

ade

to im

prov

e th

e im

pact

on

stud

ent l

earn

ing,

but

it is

not

evi

dent

ho

w th

e lit

erat

ure

supp

orts

the

chan

ge.

Can

dida

tes

colla

bora

te

with

co

lleag

ues

in th

e in

stru

ctio

nal

plan

ning

and

de

liver

y of

the

less

on.

CE

C 7

.3

The

cand

idat

e co

llabo

rate

s with

pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs,

grad

e le

vel t

eam

, par

aedu

cato

rs) a

nd

fam

ilies

dur

ing

less

on p

lann

ing

and

impl

emen

tatio

n by

inco

rpor

atin

g th

eir

idea

s to

crea

te c

ultu

rally

resp

onsi

ve

lear

ning

env

ironm

ents

that

m

eani

ngfu

lly in

volv

e st

uden

ts w

ith

exce

ptio

nalit

ies i

n le

sson

lear

ning

ac

tiviti

es a

nd p

ositi

ve so

cial

in

tera

ctio

ns, a

nd to

pro

mot

e th

e w

ell-

bein

g of

stud

ents

with

ex

cept

iona

litie

s.

The

cand

idat

e de

mon

stra

tes

colla

bora

tion

with

pro

fess

iona

l ed

ucat

ors (

e.g.

, tea

cher

s, gr

ade

leve

l te

am, p

arae

duca

tors

) dur

ing

less

on

plan

ning

and

impl

emen

tatio

n by

in

corp

orat

ing

thei

r ide

as to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

volv

e st

uden

ts w

ith e

xcep

tiona

litie

s in

the

less

on le

arni

ng a

ctiv

ities

and

po

sitiv

e so

cial

inte

ract

ions

, and

to

prom

ote

the

wel

l-bei

ng o

f stu

dent

s w

ith e

xcep

tiona

litie

s.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s; h

owev

er, t

he c

andi

date

do

es n

ot a

ppea

r to

inco

rpor

ate

idea

s of

pro

fess

iona

l edu

cato

rs (e

.g.,

teac

hers

, gra

de le

vel t

eam

, pa

raed

ucat

ors)

dur

ing

less

on p

lann

ing

and

impl

emen

tatio

n to

cre

ate

cultu

rally

resp

onsi

ve le

arni

ng

envi

ronm

ents

that

mea

ning

fully

in

clud

e st

uden

ts w

ith e

xcep

tiona

litie

s in

the

less

on le

arni

ng a

ctiv

ities

and

po

sitiv

e so

cial

inte

ract

ions

, and

may

or

may

not

pro

mot

e th

e w

ell-b

eing

of

stud

ents

with

exce

ptio

nalit

ies.

The

cand

idat

e co

nsul

ts w

ith

colle

ague

s whe

n pr

ompt

ed b

y th

e co

oper

atin

g te

ache

r; ho

wev

er, t

he

cand

idat

e do

es n

ot in

corp

orat

e id

eas

of th

e pr

ofes

sion

al e

duca

tors

(e.g

., te

ache

rs, g

rade

leve

l tea

m,

para

educ

ator

s) d

urin

g le

sson

pla

nnin

g an

d im

plem

enta

tion

to c

reat

e cu

ltura

lly re

spon

sive

lear

ning

en

viro

nmen

ts th

at m

eani

ngfu

lly

invo

lve

stud

ents

with

exc

eptio

nalit

ies

in th

e le

sson

lear

ning

act

iviti

es a

nd

posi

tive

soci

al in

tera

ctio

ns, a

nd to

pr

omot

e th

e w

ell-b

eing

of s

tude

nts

with

exc

eptio

nalit

ies.

71

Appendix O

Elements of a Performance Objective

A performance objective includes:

1. the conditions under which measurement will occur2. the actual behavior3. the measurement standard or criterion

The conditions element lists the specific circumstance(s) or situation(s) in which the student will perform. Examples of condition categories include time, materials, environmental setting, manner of assistance, etc.

The behavioral element is usually an action word which delineates what the target is expected to do. The clarity of the objective is to a great degree dependent upon the specificity of this word. Verbs which precisely define the expected performance will be employed in well-stated objectives.

The criterion element indicates the acceptable level or standard for performance. This part of the objective clearly states the level of performance which the teacher expects. This is an important part of the objective because it defines the minimum expected achievement. The learning objective now has magnitude, in addition to directionality.

Table I provides explicit illustrations of each element.

72

Co

nd

itio

ns

(Giv

en

s)

One-h

our

exa

m

In f

ront

of

class

W

ithout

refe

rence

W

hen p

rese

nte

d w

ith a

typed lis

t G

iven a

slid

e r

ule

R

andom

sam

ple

W

/o d

ictionary

U

sing t

hre

e s

ounds

10-m

inute

quiz

usi

ng a

10-k

ey a

ddin

g m

ach

ine

giv

en a

blu

epri

nt

without

a s

cale

dra

win

gusi

ng a

shop m

anual

without

calip

ers

Su

gg

est

ion

:

What

are

the g

ivens,

the li

mitations,

the

rest

rict

ions

whic

h a

re im

pose

d o

n t

he

pupil

when d

em

onst

rating t

he t

erm

inal

behavi

or?

T

hey m

ight

incl

ude info

rmation,

tools

, equip

ment,

sourc

e, m

ate

rials

to b

e

or

not

to b

e u

sed.

Ap

pe

nd

ix P

Ta

ble

I

EL

EM

EN

TS

OF

A P

ER

FO

RM

AN

CE

OB

JE

CTIV

E

Act

ua

l B

eh

av

ior

(Act

ion

Ve

rb)

To W

rite

Po

int

Touch

U

nderl

ine

Dis

tinguis

h

Identify

C

onst

ruct

A

nsw

er

Nam

e

Ord

er

Desc

ribe

Sta

te

Apply

rule

D

em

onst

rate

In

terp

ret

Com

pile

D

iscr

imin

ate

C

om

pute

Etc

.

Su

gg

est

ion

:

Use

cle

ar

act

ion v

erbs

whic

h a

re

obse

rvable

.

Me

asu

rem

en

t S

tan

da

rd

90 p

erc

ent

corr

ect

fo

ur

out

of

five

lis

t fo

ur

steps

10 w

ord

s co

rrect

ly

dis

tinguis

h 3

main

ideas

neare

st p

erc

ent

neare

st t

enth

10

0 p

erc

ent

acc

ura

cy

in a

lphabetica

l ord

er

50 w

pm

for

5 m

inute

s neare

st t

housa

ndth

Su

gg

est

ion

:

How

eff

ect

ively

is

the b

ehavi

or

perf

orm

ed?

What

is t

he m

inim

um

acc

epta

ble

leve

l of

perf

orm

ance

requir

ed t

o in

dic

ate

mast

ery

of

the o

bje

ctiv

e?

73

Appendix Q

Action Verbs Useful in Specifying Student Outcomes

General Discriminative Behaviors

choose collect define describe detect differentiate

Social Behaviors

accept agree aid allow answer argue communicate compliment contribute cooperate dance disagree

Language Behaviors

abbreviate accent alphabetize articulate associate call capitalize demonstrate edit hyphenate identify indent

GENERAL AREAS OF BEHAVIOR

discriminate distinguish identify indicate isolate list

discuss excuse express follow forgive greet help interact invite join laugh meet

look to outline print pronounce punctuate read recite repeat say sign select speak

match omit order place point select

participate permit play praise react remain smile talk thank volunteer wait

spell state summarize syllabicate tell turn to translate use verbalize whisper write

74

Motor Behaviors

balance build catch copy crawl cut fold gallop

Study Behaviors

arrange categorize chart cite circle classify compile copy diagram find

Self-Care Behaviors

bite brush clean close drink dry eat fasten

Responding

answers attempts begins

grasp roll

hold sit jump stack kick thread kneel throw lift track paste walk print

follow organize gather quote itemize record label reproduce locate search look sort map underline mark mate name

feed secure hold sit open snap put on swallow reach take off replace wash retain zip scoop

ATTITUDES AND VALUES

notes clarifies participates in responds to

75

Complying

Carries out does meets Completes follows submits

Accepting

articulates does submits carries out identifies supports chooses offers undertakes completes selects volunteers contributes states describes

Preferring

advocates identifies proposes asks for initiates recommends avoids invites seeks challenges justifies states chooses offers takes defends praises undertakes describes presents volunteers displays promotes

BEHAVIORS LISTED ACCORDING TO BLOOM'S TAXONOMY

Observing

cites names reports describes points out shares expresses points to states indicates records identifies lists relates

Remembering

chooses names reproduces cites points out restates describes relates states lists repeats tells

matches reports writes

76

Interpreting

demonstrates graphs restates depicts illustrates retells dramatizes pantomimes role plays draws paraphrases simulates enacts presents sketches explains renders states in own words expresses rephrases

Comparing

cites lists reports describes names states explains outlines expresses points out

Classifying

arranges names sorts catalogs outlines tabulates graphs places labels rearranges

Generalizing

abstracts identifies relates

expresses presents groups proposes

Inferring

expresses presents states

formulates proposes identifies relates

Analyzing

cites illustrates points out

describes lists relates

expresses outlines

77

Synthesizing

assembles expresses produces constructs illustrates proposes depicts makes puts together explains presents relates

Hypothesizing

expresses guesses speculates identifies proposes relates invents presents states

Predicting

estimates presents speculates expresses proposes states identifies relates

Evaluating

argues criticizes explains classifies describes justifies compares equates supports

These listings were provide� by two sources from Allegheny Intermediate Unit. Verbs relating to Attitude and Bloom's Taxonomy appeared in Planned Course Development -Workshop Series, Instructional Support Division. The remainder were from I.U. #3's Central Support Project.

78

Appendix R

Classification of Educational Objectives And Illustrative Behavioral Terms

COGNITIVE DOMAIN

Know (Remember)

Comprehend (Interpret)

Apply (Use)

Analyze (Break down)

Synthesize (Put together in new form)

Evaluate (Judge value)

VERBS

define, describe, identify, label, list, locate, match, name, outline, reproduce, select

convert, defend, distinguish, estimate, explain, give examples, infer, paraphrase, predict, rewrite, summarize, translate

change, compute, construct, demonstrate, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use

diagram, differentiate, discriminate, identify, illustrate, infer, outline, point out, relate, select, separate, subdivide

categorize, combine, compile, compose, create, devise, design explain, formulate, generate, integrate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, write

appraise, compare, conclude, contrast, criticize, describe, discriminate, explain, justify, interpret, relate, summarize, support

79

AFFECTIVE DOMAIN

Receive (Attending)

Respond (React)

Value (Internalization)

Organize (Building a value system)

Characterization (Philosophy of life)

PSYCHOMOTOR DOMAIN

To date, a classification system for this domain has not been completed.

Reference: Readings in Mental Retardation

VERBS

ask1 choose

1 describe

1 follow1

give, hold, locate, name, select, sit erect, reply

answer, assist, comply, conform, discuss, greet, help, label, perform, practice, present, read1

recite, report, select, tell, write

complete1 describe, differentiate,

explain, follow1

form, initiate, invite1

join, justify, propose, read, report, select, share, study, work

adhere, alter, arrange, combine, compare, complete, defend, explain, generalize, identify, integrate, modify, order, organize, prepare1 relate, synthesize

act, discriminate, display, influence, listen, modify, perform, practice, propose, qualify, question, revise, serve, solve, use, verify

VERBS

assemble, build, calibrate, change, clean, compose, connect, construct, correct, create, design, dismantle, drill, fasten, fix, follow, grind, grip, hammer, heat, hook, identify, locate, make, manipulate, mend, mix, nail, paint, sand, saw, sharpen, set, sew, sketch, start, stir, use, weigh

1 wrap.

80

Stud

ent T

each

ing

Eva

luat

ion

- Spe

cial

Edu

catio

n Sc

orin

g R

ubri

c an

d A

lignm

ent t

o C

EC S

tand

ards

Dep

artm

ent o

f Exc

eptio

nalit

y Pr

ogra

ms

Col

lege

of E

duca

tion

Blo

omsb

urg

Uni

vers

ity o

f Pen

nsyl

vani

a

DO

MA

IN 1

: G

EN

ER

AL

AN

D S

PE

CIA

LIZ

ED

CO

NT

EN

T K

NO

WL

ED

GE

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

d

em

on

str

ate

s a

n

un

ders

tan

din

g o

f th

e c

en

tral

co

ncep

ts,

str

uctu

res o

f th

e

gen

era

l ed

ucati

on

cu

rric

ulu

m a

s

well a

s t

he t

oo

ls

of

inq

uir

y t

o

dev

elo

p

mean

ing

ful

learn

ing

p

rog

res

sio

ns f

or

stu

den

ts w

ith

excep

tio

na

liti

es.

(CE

C 3

.1)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y u

sin

g th

e s

co

pe

a

nd

se

que

nce

of skill

s fo

r re

adin

g,

wri

tin

g,

spe

llin

g, m

ath

, an

d c

on

ten

t a

rea

s t

o d

eve

lop a

nd im

ple

men

t syste

ma

tic a

nd

err

orl

ess le

sson

s

tha

t alig

n w

ith

th

e P

en

nsylv

an

ia K

-12

A

ca

dem

ic S

tan

da

rds. W

hile

in

str

uctio

nally

pla

nnin

g a

nd

im

ple

me

ntin

g in

str

uctio

n, th

e

ca

ndid

ate

use

s c

on

cre

te e

xa

mp

les

tha

t alig

n w

ith

th

e le

arn

ers

’ e

xp

eri

en

ces a

nd

dire

ctly r

ela

te t

o

an

d s

up

po

rt t

he

aca

de

mic

skill

be

ing

ta

ug

ht.

Ca

nd

ida

te u

ses c

urr

icu

lar

con

ten

t a

nd

in

str

uctio

nal pe

da

go

gy r

esu

ltin

g

in m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns

for

stu

de

nts

with

exce

ptio

nalit

ies.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y u

sin

g th

e s

co

pe

a

nd

se

que

nce

of skill

s fo

r re

adin

g,

wri

tin

g,

spe

llin

g, m

ath

, an

d c

on

ten

t a

rea

s t

o d

eve

lop a

nd im

ple

men

t syste

ma

tic le

sso

ns t

hat

alig

n w

ith

th

e P

enn

sylv

an

ia K

-12 A

cad

em

ic

Sta

nd

ard

s. W

hile

in

str

uctio

nally

p

lan

nin

g a

nd im

ple

me

ntin

g

instr

uctio

n, th

e c

and

ida

te u

ses

co

ncre

te e

xa

mp

les t

hat

dire

ctly

rela

te a

nd s

up

po

rt t

he

acad

em

ic s

kill

b

ein

g t

aug

ht.

Ho

we

ve

r, t

he

e

xa

mp

les m

igh

t n

ot

rela

te to

th

e

lea

rners

’ b

ackg

rou

nd

exp

eri

ence

s.

Th

e c

an

did

ate

ma

kes m

ino

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t, b

ut

se

lf-c

orr

ects

du

rin

g th

e in

str

uctio

nal

pe

rio

d w

ith

ou

t p

rom

pting

fro

m th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te u

ses c

urr

icu

lar

con

ten

t a

nd

in

str

uctio

nal pe

da

go

gy r

esu

ltin

g

in m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns

for

stu

de

nts

with

exce

ptio

nalit

ies.

C

an

did

ate

dem

onstr

ate

s a

lim

ited

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e g

en

era

l e

du

ca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

qu

iry b

y d

eve

lop

ing

an

d

imp

lem

en

tin

g le

sso

ns t

ha

t do

no

t fo

llow

th

e s

co

pe

an

d s

equ

ence

of

skill

s f

or

rea

din

g,

wri

ting

, sp

elli

ng

, m

ath

, a

nd c

on

tent

are

as.

Ad

ditio

nally

, th

e c

an

did

ate

may

or

ma

y n

ot

alig

n instr

uction

with

th

e P

enn

sylv

an

ia K

-12 A

cad

em

ic

Sta

nd

ard

s.

OR

While

instr

uction

ally

pla

nn

ing

an

d

imp

lem

en

tin

g in

str

uctio

n, th

e

ca

ndid

ate

doe

s n

ot p

rese

nt key

ste

ps o

r p

rovid

e e

xa

mp

les t

hat

dir

ectly r

ela

te to

and

su

pp

ort

th

e

aca

de

mic

skill

be

ing

tau

gh

t. T

he

ca

ndid

ate

ma

kes m

ajo

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t re

su

ltin

g in

th

e s

kill

be

ing

ta

ugh

t in

co

rre

ctly.

Ca

ndid

ate

se

lf-c

orr

ects

w

ith

pro

mp

tin

g fro

m t

he

coo

pera

tin

g

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

resu

ltin

g in

mea

nin

gfu

l le

arn

ing

p

rog

ressio

ns f

or

stu

de

nts

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

acce

pta

ble

un

de

rsta

nd

ing

of

the

ce

ntr

al co

nce

pts

, str

uctu

res o

f th

e

ge

ne

ral ed

uca

tion

cu

rric

ulu

m a

s w

ell

as t

he

too

ls o

f in

quir

y b

y d

eve

lop

ing

an

d im

ple

me

ntin

g le

sso

ns t

ha

t d

o

no

t fo

llow

th

e s

cop

e a

nd

se

que

nce

of

skill

s fo

r re

ad

ing

, w

ritin

g, spe

llin

g,

ma

th, a

nd c

on

tent

are

as.

Ad

ditio

nally

, th

e c

an

did

ate

do

es

no

t alig

n instr

uction

with

th

e

Pe

nn

sylv

ania

K-1

2 A

cad

em

ic

Sta

nd

ard

s.

AN

D

While

instr

uction

ally

pla

nn

ing

an

d

imp

lem

en

tin

g in

str

uctio

n, th

e

ca

ndid

ate

doe

s n

ot p

rese

nt key

ste

ps o

r p

rovid

e e

xa

mp

les t

hat

dir

ectly r

ela

te to

and

su

pp

ort

th

e

aca

de

mic

skill

be

ing

tau

gh

t. T

he

ca

ndid

ate

ma

kes m

ajo

r e

rro

rs in

p

resen

ting

the

cu

rric

ula

r con

ten

t re

su

ltin

g in

th

e s

kill

be

ing

ta

ugh

t in

co

rre

ctly.

Ca

ndid

ate

re

qu

ires

tuto

rin

g f

rom

th

e c

oo

pe

ratin

g te

ache

r o

r u

niv

ers

ity s

up

erv

iso

r to

re

me

dia

te

err

ors

.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

resu

ltin

g in

mea

nin

gfu

l le

arn

ing

p

rog

ressio

ns f

or

stu

de

nts

with

e

xce

ptio

nalit

ies.

81

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

d

em

on

str

ate

s a

n

un

ders

tan

din

g o

f th

e c

en

tral

co

ncep

ts,

str

uctu

res o

f th

e

sp

ecia

lized

cu

rric

ulu

m a

s

well a

s t

he t

oo

ls

of

inq

uir

y t

o

dev

elo

p

mean

ing

ful

learn

ing

p

rog

res

sio

ns f

or

stu

den

ts w

ith

excep

tio

na

liti

es.

(CE

C 3

.1)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s a

nd

th

e

imp

ort

ance

ea

ch s

pe

cia

lized

are

a is

in a

ccessin

g instr

uction

and

im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

Ca

nd

ida

te p

rovid

es o

rga

niz

ed,

str

uctu

red

, a

nd

err

orless le

arn

ing

o

pp

ort

un

itie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds b

y a

lign

ing

the

le

arn

ing

o

pp

ort

un

itie

s w

ith

th

e le

arn

ers

’ b

ackg

roun

d e

xp

eri

ences a

nd

e

ncou

ragin

g le

arn

er

ind

epe

nde

nce

an

d s

elf-d

ete

rmin

atio

n.

Ca

nd

ida

te e

ffective

ly u

se

s c

urr

icu

lar

co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns in s

ch

ool, h

om

e, a

nd

co

mm

unity e

nvir

on

men

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s a

nd

th

e

imp

ort

ance

ea

ch s

pe

cia

lized

are

a is

in a

ccessin

g instr

uction

and

im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

Ca

nd

ida

te p

rovid

es o

rga

niz

ed a

nd

str

uctu

red

lea

rnin

g o

pp

ort

un

itie

s t

ha

t a

re r

ele

va

nt

to t

he le

arn

ers

’ co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s n

eeds.

While

th

e c

an

did

ate

alig

ns t

he

le

arn

ing

op

po

rtu

nitie

s w

ith

th

e

lea

rners

’ b

ackg

rou

nd

exp

eri

ence

s,

the

ca

ndid

ate

s m

ay n

ot m

ea

nin

gfu

lly

en

cou

rage

lea

rne

r in

de

pe

nd

ence

a

nd

se

lf-d

ete

rmin

atio

n.

Th

e

ca

ndid

ate

ma

kes m

ino

r e

rro

rs in

in

str

uctio

n, b

ut se

lf-c

orr

ects

duri

ng

th

e in

str

uctio

nal p

erio

d w

ith

ou

t p

rom

ptin

g f

rom

the

coo

pe

rating

te

ach

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te e

ffective

ly u

se

s c

urr

icu

lar

co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns in s

ch

ool, h

om

e, a

nd

co

mm

unity e

nvir

on

men

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

lim

ite

d

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y u

nde

rsta

nd

ing

th

e

scop

e a

nd

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s. H

ow

eve

r,

the

ca

ndid

ate

doe

s n

ot

de

mo

nstr

ate

th

e im

po

rta

nce

ea

ch s

pe

cia

lize

d

are

a p

lays in

accessin

g instr

uctio

n

an

d im

pro

vin

g s

pecia

lize

d s

kill

a

cq

uis

itio

n.

OR

Ca

nd

ida

te p

rovid

es r

and

om

lea

rnin

g

op

po

rtu

nitie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds. C

an

did

ate

ma

y o

r m

ay

no

t alig

n t

he

le

arn

ing

opp

ort

unitie

s

with

th

e lea

rne

rs’ ba

ckg

rou

nd

e

xp

eri

en

ces.

Th

e c

an

did

ate

ma

kes

ma

jor

err

ors

in

instr

uctio

n,

an

d

req

uire

s p

rom

pting

fro

m t

he

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to m

ake c

orr

ectio

ns.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns a

cro

ss e

nvir

onm

en

ts.

Ca

nd

ida

te d

em

on

str

ate

s a

lim

ite

d

un

de

rsta

nd

ing

of th

e c

en

tra

l co

nce

pts

, str

uctu

res o

f th

e

sp

ecia

lize

d c

urr

icu

lum

as w

ell

as t

he

to

ols

of in

qu

iry b

y n

ot u

nde

rsta

nd

ing

the

sco

pe

and

se

que

nce

of

co

mm

unic

ation

, so

cia

l, in

de

pen

de

nt

fun

ctio

nin

g, a

nd life

skill

s.

Ad

ditio

nally

, th

e c

an

did

ate

do

es n

ot

de

mon

str

ate

th

e im

po

rta

nce

ea

ch

sp

ecia

lize

d a

rea

pla

ys in

accessin

g

instr

uctio

n a

nd

im

pro

vin

g s

pecia

lize

d

skill

acqu

isitio

n.

AN

D

Ca

nd

ida

te p

rovid

es r

and

om

lea

rnin

g

op

po

rtu

nitie

s t

hat

are

re

leva

nt to

th

e

lea

rners

’ com

mu

nic

atio

n, socia

l,

ind

epe

nde

nt

fun

ction

ing,

and

life

skill

s n

ee

ds. C

an

did

ate

ma

y o

r m

ay

no

t alig

n t

he

le

arn

ing

opp

ort

unitie

s

with

th

e lea

rne

rs’ ba

ckg

rou

nd

e

xp

eri

en

ces.

Th

e c

an

did

ate

ma

kes

ma

jor

err

ors

in

instr

uctio

n,

an

d

req

uire

s p

rom

pting

fro

m t

he

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to m

ake c

orr

ectio

ns.

Ca

nd

ida

te d

oes n

ot u

se

cu

rric

ula

r co

nte

nt

an

d in

str

uctio

na

l pe

dag

og

y

to m

ake

me

an

ing

ful le

arn

ing

p

rog

ressio

ns a

cro

ss e

nvir

onm

en

ts.

82

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

kn

ow

led

ge o

f g

en

era

l an

d

sp

ecia

lized

cu

rric

ula

to

in

teg

rate

co

nte

nt

an

d s

kill

acq

uis

itio

n

acro

ss s

ub

jects

. (C

EC

3.1

)

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

e

ffe

ctive

ly in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. A

dditio

na

lly,

the

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

a v

arie

ty o

f p

ractice

a

ctivitie

s t

ha

t re

quir

e fu

nction

al a

nd

rele

va

nt a

pplic

ation

of skill

s in

d

ive

rse

su

bje

cts

. B

ase

d o

n t

he

lea

rners

’ p

erf

orm

an

ce,

lea

rne

rs w

ith

e

xce

ptio

nalit

ies a

re a

ble

to

su

ccessfu

lly g

en

era

lize

the

co

nte

nt/skill

to

oth

er

su

bje

cts

an

d

se

ttin

gs.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

e

ffe

ctive

ly in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. A

dditio

na

lly,

the

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

pra

ctice

activitie

s t

ha

t re

qu

ire

app

lica

tio

n o

f skill

s in

div

ers

e

su

bje

cts

. H

ow

eve

r, t

he

ca

nd

ida

te

utiliz

es a

ctivitie

s th

at a

re n

ot

fun

ctio

na

l. A

s a

re

sult, le

arn

ers

are

a

ble

to

pe

rfo

rm t

he s

kill

in t

he

le

arn

ing

en

vir

onm

ent

wh

ich

the

co

nte

nt/skill

is ta

ugh

t, b

ut

co

nte

nt/

skill

do

es n

ot con

sis

ten

tly

ge

ne

raliz

e.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

a

tte

mp

t to

in

teg

rate

co

nte

nt

and

skill

a

cq

uis

itio

n a

cro

ss s

ub

jects

by

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e c

on

ten

t/skill

b

ein

g u

se

d in

on

e s

ub

ject can

be

u

se

d in

oth

er

sub

jects

. H

ow

eve

r, t

he

ca

ndid

ate

re

qu

ires le

arn

ers

to

p

art

icip

ate

in

pra

ctice

activitie

s in

a

ma

nne

r th

at

doe

s n

ot p

rom

ote

g

en

era

liza

tio

n.

Con

seq

uen

tly, b

ased

o

n t

he lea

rne

rs’ pe

rfo

rma

nce

, le

arn

ers

are

ab

le to

pe

rfo

rm t

he

skill

in

the

lea

rnin

g e

nvir

on

me

nt

wh

ich

th

e c

on

ten

t/skill

is ta

ug

ht.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f g

en

era

l an

d s

pecia

lize

d c

urr

icu

la to

in

cre

ase s

kill

acq

uis

itio

n w

ith

in t

he

le

arn

ing

en

vir

onm

ent

in w

hic

h th

e

co

nte

nt/skill

is ta

ugh

t b

y

de

mon

str

ating

fo

r le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

th

e s

kill

is u

sed

in

the

cu

rre

nt su

bje

ct

or

lea

rnin

g

en

vir

onm

en

t. C

an

did

ate

re

qu

ire

s

lea

rners

to

pa

rtic

ipa

te in

pra

ctice

a

ctivitie

s in

a m

an

ne

r th

at

does n

ot

pro

mote

ge

ne

raliz

atio

n.

Co

nse

qu

en

tly,

base

d o

n th

e

lea

rners

’ p

erf

orm

an

ce,

lea

rne

rs a

re

ab

le to

pe

rfo

rm t

he s

kill

in t

he

le

arn

ing

en

vir

onm

ent

wh

ich

the

co

nte

nt/skill

is ta

ugh

t.

Can

did

ate

us

es

gen

era

l an

d

sp

ecia

lized

cu

rric

ulu

m t

o

ind

ivid

ualize

learn

ing

fo

r in

div

idu

als

wit

h

ex

ce

pti

on

ali

tie

s.

(CE

C 3

.2)

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at a

lign

w

ith

th

e lea

rne

rs’ in

str

uctio

na

l in

tere

sts

and

nee

ds,

and

m

ea

nin

gfu

lly in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

an

d p

art

icip

ation

in

instr

uctio

n a

s w

ell

as im

pro

ve

le

arn

ing

ou

tco

me

s.

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at a

lign

w

ith

th

e lea

rne

rs’ in

str

uctio

na

l in

tere

sts

and

nee

ds,

and

m

ea

nin

gfu

lly in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

an

d p

art

icip

ation

in

instr

uctio

n.

Ho

we

ve

r, it is

not

evid

en

t h

ow

le

arn

ing

ou

tco

mes a

re

imp

roved

.

Ca

nd

ida

te u

ses g

en

era

l a

nd

sp

ecia

lize

d c

urr

icu

lum

to

pla

n a

nd

d

eliv

er

ind

ivid

ua

lize

d le

arn

er-

fo

cuse

d instr

uction

by lin

kin

g

instr

uctio

nal co

nte

nt,

an

d m

eth

od

s to

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at m

ay o

r m

ay n

ot a

lign

with

the

lea

rne

rs’

instr

uctio

nal ne

eds,

and

in

co

rpo

rate

s

techn

olo

gy in

to instr

uction

to

incre

ase a

ccess to

in

str

uctio

n, b

ut

the

use

of

tech

no

log

y d

oe

s n

ot

incre

ase lea

rne

r e

ng

ag

em

en

t in

in

str

uctio

n.

Ca

nd

ida

te m

ake

s a

n e

ffo

rt to

use

ge

ne

ral an

d s

pecia

lize

d

cu

rric

ulu

m to

pla

n a

nd

de

live

r in

div

idu

aliz

ed

lea

rne

r-fo

cu

sed

in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot e

sta

blis

h a

lin

k b

etw

ee

n th

e in

str

uctio

na

l co

nte

nt

an

d m

eth

od

s u

se

d a

nd

th

e le

arn

er’s IE

P.

Ca

nd

ida

te u

tiliz

es in

str

uctio

na

l m

eth

od

s a

nd

ma

teri

als

th

at m

ay o

r m

ay n

ot a

lign

with

the

lea

rne

rs’

instr

uctio

nal ne

eds.

Ca

nd

idate

in

co

rpo

rate

s te

ch

nolo

gy into

in

str

uctio

n, b

ut it is n

ot

evid

en

t h

ow

te

chn

olo

gy in

cre

ase

s a

ccess to

in

str

uctio

n.

83

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

ad

ap

ts

gen

era

l an

d

sp

ecia

lized

cu

rric

ula

to

ma

ke

instr

ucti

on

acce

ssib

le t

o

ind

ivid

ual w

ith

excep

tio

na

liti

es.

(CE

C 3

.3)

Ba

se

d o

n th

e le

arn

er’

s a

bili

tie

s,

inte

rests

, e

nviro

nm

en

t n

ee

ds, a

nd

co

mm

unic

ation

nee

ds,

the c

and

ida

te

with

ou

t p

rom

ptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or,

ad

apts

ge

ne

ral e

du

ca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls t

o incre

ase

le

arn

ers

’ a

cce

ss t

o in

str

uctio

n.

Ca

ndid

ate

u

ses lea

rne

r p

erf

orm

an

ce d

ata

to

a

dju

st

instr

uctio

nal p

resen

tation

m

od

es,

pro

ce

ssin

g r

equ

irem

en

ts,

an

d o

utp

ut re

qu

irem

en

ts w

ith

ou

t lo

we

rin

g o

r m

odifyin

g le

arn

ing

e

xp

ecta

tio

ns.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

firs

t u

tiliz

es le

ast

intr

usiv

e

acco

mm

od

ation

s s

uch

as a

dju

sting

th

e r

ead

ing

difficu

lty b

efo

re u

tiliz

ing

m

ore

in

trusiv

e m

odific

atio

ns t

ha

t re

qu

ire

lea

rne

rs w

ith

exce

ptiona

litie

s

to e

nga

ge

in

alte

rna

tive

co

nte

nt

diffe

ren

t fr

om

th

at o

f th

eir

pe

ers

w

ith

ou

t e

xce

ptio

na

litie

s.

If a

lte

rna

tive

co

nte

nt

is r

eq

uire

d,

the

ca

ndid

ate

a

ssu

res t

ha

t th

e c

on

ten

t is

fu

nction

al

an

d r

ele

va

nt a

nd

ca

n b

e lin

ke

d t

o

the

le

arn

er’s IE

P a

s w

ell

as t

o th

e

instr

uctio

n p

rovid

ed

in t

he

ge

ne

ral

ed

uca

tion

cla

ssro

om

.

Ba

se

d o

n th

e le

arn

er’

s a

bili

tie

s,

inte

rests

, e

nviro

nm

en

t n

ee

ds, a

nd

co

mm

unic

ation

nee

ds,

the c

and

ida

te

with

ou

t p

rom

ptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

ad

ap

ts g

en

era

l ed

uca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls t

o incre

ase

le

arn

ers

’ a

cce

ss t

o in

str

uctio

n.

Ca

ndid

ate

u

ses lea

rne

r p

erf

orm

an

ce d

ata

to

a

dju

st

instr

uctio

nal p

resen

tation

m

od

es,

pro

ce

ssin

g r

equ

irem

en

ts,

an

d o

utp

ut re

qu

irem

en

ts w

ith

ou

t lo

we

rin

g o

r m

odifyin

g le

arn

ing

e

xp

ecta

tio

ns.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

firs

t u

tiliz

es le

ast

intr

usiv

e

acco

mm

od

ation

s s

uch

as a

dju

sting

th

e r

ead

ing

difficu

lty b

efo

re u

tiliz

ing

m

ore

in

trusiv

e m

odific

atio

ns t

ha

t re

qu

ire

lea

rne

rs w

ith

exce

ptiona

litie

s

to e

nga

ge

in

alte

rna

tive

co

nte

nt

diffe

ren

t fr

om

th

at o

f th

eir

pe

ers

w

ith

ou

t e

xce

ptio

na

litie

s.

If a

lte

rna

tive

co

nte

nt

is r

eq

uire

d,

the

ca

ndid

ate

a

ssu

res t

ha

t th

e c

on

ten

t is

fu

nction

al

an

d r

ele

va

nt a

nd

ca

n b

e lin

ke

d t

o

the

le

arn

er’s IE

P,

but

the c

an

did

ate

d

oe

s n

ot lin

k t

he

cu

rric

ula

r conte

nt

to

the

in

str

uctio

n p

rovid

ed in

th

e

ge

ne

ral ed

uca

tion

cla

ssro

om

.

Ca

nd

ida

te w

ith

pro

mptin

g f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or,

ad

apts

ge

ne

ral e

du

ca

tio

n

cu

rric

ula

r co

nte

nt,

me

tho

ds,

an

d

ma

teria

ls in

an

att

em

pt to

in

cre

ase

lea

rners

’ a

ccess to

instr

uctio

n.

Ca

nd

ida

te u

tiliz

es th

e s

ug

ge

stio

ns o

f th

e c

oo

pe

ratin

g te

ach

er

or

un

ive

rsity

su

pe

rvis

or

to e

ffe

ctive

ly m

ake

a

da

pta

tion

s to

in

str

uctio

nal

pre

sen

tatio

n m

ode

s, le

arn

er

pro

cessin

g r

eq

uir

em

en

ts,

or

lea

rne

r o

utp

ut re

qu

irem

en

ts.

OR

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

d

oe

s n

ot u

se a

co

ntin

uu

m o

f a

da

pta

tion

s, b

ut

ran

do

mly

se

lects

a

cco

mm

od

ation

s.

As a

re

su

lt, th

e

lea

rner

ma

y n

ot

acce

ss instr

uctio

n.

Alth

oug

h th

e c

oo

pe

ratin

g te

ach

er

or

un

ive

rsity s

upe

rvis

or

pro

mp

ts th

e

ca

ndid

ate

, th

e c

an

did

ate

doe

s n

ot

ad

ap

t g

ene

ral e

duca

tio

n c

urr

icu

lar

co

nte

nt,

me

tho

ds,

or

ma

teri

als

in

an

a

tte

mp

t to

incre

ase

le

arn

ers

’ access

to instr

uction

. C

and

ida

te d

oes n

ot

utiliz

e th

e s

ugg

estio

ns o

f th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or

to e

ffe

ctive

ly m

ake

a

da

pta

tion

s to

in

str

uctio

nal

pre

sen

tatio

n m

ode

s, le

arn

er

pro

cessin

g r

eq

uir

em

en

ts,

or

lea

rne

r o

utp

ut re

qu

irem

en

ts.

In c

ases w

he

re c

urr

icu

lar

con

ten

t n

ee

ds t

o b

e a

da

pte

d,

the

ca

ndid

ate

d

oe

s n

ot

recog

niz

e th

e n

ee

d. A

s a

re

su

lt,

the

lea

rne

r can

no

t a

ccess

instr

uctio

n.

84

DO

MA

IN 2

: A

SS

ES

SM

EN

T

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

sele

cts

an

d u

ses

tech

nic

all

y s

ou

nd

fo

rmal an

d

info

rmal

asse

ssm

en

ts t

hat

min

imiz

e b

ias.

(CE

C 4

.1)

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts f

or

its

inte

nd

ed

pu

rpo

se

(com

pa

riso

n,

ide

ntify

str

en

gth

s a

nd

ne

eds,

pro

gre

ss m

onito

rin

g).

Th

e c

and

ida

te

un

de

rsta

nd

s th

e s

tre

ng

ths a

nd

limita

tio

ns o

f va

rio

us t

yp

es o

f a

sse

ssm

en

ts, a

nd s

ele

cts

an

d u

ses

the

assessm

en

ts th

at

resu

lt in

th

e

mo

st a

ccu

rate

da

ta a

nd

le

ast a

mo

un

t o

f b

ias.

Ca

nd

ida

te a

ccu

rate

ly f

ollo

ws

d

ire

ctio

ns fo

r th

e d

eve

lop

me

nt,

sco

rin

g, a

nd a

ssessm

en

t a

dm

inis

tra

tio

n p

roce

du

res c

orr

ectly.

Ca

nd

ida

te is p

roficie

nt

in h

an

d

sco

rin

g a

s w

ell

as e

lectr

onic

ally

sco

rin

g a

sse

ssm

en

ts.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts f

or

its

inte

nd

ed

pu

rpo

se

(com

pa

riso

n,

ide

ntify

str

en

gth

s a

nd

ne

eds,

pro

gre

ss m

onito

rin

g).

Th

e c

and

ida

te

un

de

rsta

nd

s th

e s

tre

ng

ths a

nd

limita

tio

ns o

f va

rio

us t

yp

es o

f a

sse

ssm

en

ts, a

nd s

ele

cts

an

d u

ses

the

assessm

en

ts th

at

resu

lt in

th

e

mo

st a

ccu

rate

da

ta a

nd

le

ast

am

oun

t o

f b

ias.

Ca

nd

ida

te a

ccu

rate

ly f

ollo

ws

dir

ectio

ns fo

r th

e d

eve

lop

me

nt,

sco

rin

g, a

nd a

ssessm

en

t a

dm

inis

tra

tio

n p

roce

du

res c

orr

ectly.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts b

ase

d o

n

ava

ilabili

ty in

ste

ad

of

ne

ed

. A

s a

re

su

lt,

the

ca

nd

ida

te s

ele

cts

an

d

uses a

ssessm

ents

th

at m

ay n

ot

resu

lt in t

he

most

use

ful da

ta.

OR

Ca

nd

ida

te m

ake

s e

rro

rs in

de

ve

lopin

g, sco

ring

, an

d

ad

min

iste

rin

g th

e v

ari

ou

s typ

es o

f a

sse

ssm

en

ts.

Ca

nd

ida

te s

ele

cts

and

uses f

orm

al

an

d in

form

al a

sse

ssm

en

ts b

ase

d o

n

ava

ilabili

ty in

ste

ad

of

ne

ed

. A

s a

re

su

lt,

the

ca

nd

ida

te s

ele

cts

an

d

uses a

ssessm

ents

th

at m

ay n

ot

resu

lt in t

he

most

use

ful da

ta.

AN

D

Ca

nd

ida

te m

ake

s e

rro

rs in

de

ve

lopin

g, sco

ring

, an

d

ad

min

iste

rin

g th

e v

ari

ou

s typ

es o

f a

sse

ssm

en

ts.

Can

did

ate

us

es

kn

ow

led

ge o

f m

easu

rem

en

t p

rin

cip

les a

nd

p

racti

ces t

o

inte

rpre

t asse

ssm

en

t re

su

lts a

nd

gu

ide

ed

ucati

on

al

decis

ion

s f

or

ind

ivid

uals

wit

h

excep

tio

na

liti

es.

(CE

C 4

.2)

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f m

easu

rem

en

t p

rin

cip

les a

nd

p

ractices t

o a

ccu

rate

ly in

terp

ret

an

d

use

va

rio

us t

yp

es o

f asse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r de

cis

ions

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al

pla

nnin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(le

sso

n p

lans),

le

sso

n im

ple

me

nta

tion

, an

d

pro

gre

ss m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t va

rio

us d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ba

se

d

on

th

e d

ata

so

urc

es, th

e c

and

ida

te

ca

n c

orr

ectly e

sta

blis

h th

e le

arn

er’

s

ob

se

rva

ble

an

d m

easu

rab

le

str

eng

ths,

nee

ds,

and

err

or

patt

ern

s.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f m

easu

rem

en

t p

rin

cip

les a

nd

p

ractices t

o a

ccu

rate

ly in

terp

ret

an

d

use

va

rio

us t

yp

es o

f asse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r de

cis

ions

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al

pla

nnin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(le

sso

n p

lans),

le

sso

n im

ple

me

nta

tion

, an

d

pro

gre

ss m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t va

rio

us d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ba

se

d

on

th

e d

ata

so

urc

es, th

e c

and

ida

te

ca

n c

orr

ectly e

sta

blis

h th

e le

arn

er’

s

str

eng

ths,

nee

ds,

and

err

or

patt

ern

s.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

sta

te s

tre

ng

ths, n

ee

ds, a

nd

err

ors

in

o

bse

rva

ble

an

d m

easu

rab

le

sta

tem

ents

.

Ca

nd

ida

te a

ttem

pts

to

use

kn

ow

led

ge o

f m

easu

rem

ent

pri

ncip

les a

nd

pra

ctice

s to

in

terp

ret

an

d u

se

asse

ssm

en

t re

sults to

pro

vid

e in

put

for

de

cis

ions r

ega

rdin

g

elig

ibili

ty,

lon

gitu

din

al p

lan

nin

g (

IEP

, IT

P,

an

d B

IP),

sh

ort

-te

rm p

lann

ing

(l

esso

n p

lan

s),

lesson

im

ple

me

nta

tio

n,

and

pro

gre

ss

mo

nito

rin

g f

or

indiv

idua

ls w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te c

an

accu

rate

ly inte

rpre

t d

iscre

te d

ata

fo

rms s

uch

as

sta

nd

ard

ized

sco

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

esta

blis

h a

lin

k b

etw

ee

n t

he

va

rio

us

typ

es o

f d

ata

to

de

term

ine

the

le

arn

er’

s s

tren

gth

s, n

ee

ds, a

nd

e

rro

rs.

Ca

nd

ida

te d

oes n

ot u

se

kn

ow

led

ge

o

f m

ea

sure

me

nt

pri

ncip

les a

nd

p

ractices t

o in

terp

ret a

nd u

se

a

sse

ssm

en

t re

su

lts to

pro

vid

e in

pu

t fo

r d

ecis

ions r

eg

ard

ing

elig

ibili

ty,

lon

gitu

din

al p

lan

nin

g (

IEP

, IT

P,

an

d

BIP

), s

ho

rt-t

erm

pla

nnin

g (

lesso

n

pla

ns),

le

sso

n im

ple

me

nta

tion

, a

nd

p

rog

ress m

onito

rin

g fo

r in

div

idu

als

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te m

ake

s e

rro

rs in

inte

rpre

ting

dis

cre

te d

ata

fo

rms s

uch

a

s s

tan

da

rdiz

ed s

co

res,

ob

se

rva

tio

n

da

ta, a

nd

wo

rk s

am

ple

da

ta.

As a

re

su

lt,

the

ca

nd

ida

te ina

ccu

rate

ly

de

term

ines th

e le

arn

er’

s s

treng

ths,

ne

eds,

an

d e

rro

rs.

85

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

in

co

llab

ora

tio

n

wit

h c

olleag

ues

an

d f

am

ilie

s u

se

m

ult

iple

typ

es

of

asse

ssm

en

t in

form

ati

on

in

m

akin

g d

ec

isio

ns

ab

ou

t le

arn

ers

w

ith

excep

tio

na

liti

es.

(CE

C 4

.3)

Ca

nd

ida

te in

co

llab

ora

tion

with

co

llea

gu

es a

nd f

am

ilie

s e

ffective

ly

uses m

ultip

le typ

es o

f assessm

en

t in

form

atio

n in

ma

kin

g d

ecis

ions

ab

ou

t le

arn

ers

with

exce

ptio

nalit

ies

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt

by u

sin

g b

oth

qu

an

tita

tive

an

d

qu

alit

ative

da

ta f

rom

mu

ltip

le

sta

ke

hold

ers

(te

ache

r, f

am

ily, a

nd

th

e s

tud

en

t).

In c

ases w

he

re d

ata

so

urc

es m

ay

no

t alig

n,

the c

an

did

ate

tri

an

gu

late

s

the

data

to

incre

ase

th

e ju

stifica

tio

n

for

an

ed

uca

tio

nal d

ecis

ion

.

Th

e c

an

did

ate

’s u

se

of d

ata

ha

s

ge

ne

rally

positiv

ely

sup

po

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te in

co

llab

ora

tion

with

co

llea

gu

es a

nd f

am

ilie

s e

ffective

ly

uses m

ultip

le typ

es o

f assessm

en

t in

form

atio

n in

ma

kin

g d

ecis

ions

ab

ou

t le

arn

ers

with

exce

ptio

nalit

ies

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt

by u

sin

g b

oth

qu

an

tita

tive

an

d

qu

alit

ative

da

ta f

rom

mu

ltip

le

sta

ke

hold

ers

(te

ache

r, f

am

ily, a

nd

th

e s

tud

en

t).

Be

ca

use

th

e c

and

idate

did

no

t a

tte

mp

t to

tri

an

gula

te d

ata

wh

en

th

e

da

ta s

ou

rces d

id n

ot

alig

n, th

e

ca

ndid

ate

’s u

se

of d

ata

ma

y o

r m

ay

no

t h

ave

po

sitiv

ely

su

ppo

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te in

co

llab

ora

tion

with

th

e

co

ope

ratin

g te

ach

er

uses c

lassro

om

q

ua

lita

tive

an

d q

uan

tita

tive

da

ta

so

urc

es in

makin

g d

ecis

ions a

bo

ut

lea

rners

with

exce

ptio

na

litie

s

reg

ard

ing

elig

ibili

ty,

lon

gitu

din

al a

nd

sh

ort

-te

rm p

lan

nin

g,

instr

uction

al

de

live

ry,

and

beh

avio

r m

ana

ge

me

nt.

Be

ca

use

th

e c

and

idate

did

no

t u

se

d

ata

so

urc

es f

rom

a v

arie

ty o

f sta

ke

hold

ers

and

se

ttin

gs,

the

ca

ndid

ate

’s u

se

of d

ata

ma

y o

r m

ay

no

t h

ave

po

sitiv

ely

su

ppo

rte

d

eff

ective

pla

nnin

g a

nd

instr

uctio

na

l im

ple

me

nta

tio

n d

ecis

ions.

Ca

nd

ida

te d

id n

ot co

llab

ora

te w

ith

th

e c

oo

pe

ratin

g te

ach

er

to iden

tify

th

e q

ua

lita

tive

an

d q

ua

ntita

tive d

ata

so

urc

es t

ha

t sho

uld

be

use

d in

ma

kin

g d

ecis

ions a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies r

eg

ard

ing e

ligib

ility

, lo

ngitu

din

al a

nd

sho

rt-t

erm

pla

nn

ing,

instr

uctio

nal de

live

ry,

and

beha

vio

r m

an

ag

em

en

t.

Th

e c

an

did

ate

ra

nd

om

ly s

ele

cte

d

so

urc

es o

f da

ta w

ith

no

justifica

tio

n.

As a

result,

the

ca

ndid

ate

’s u

se

of

da

ta d

oes n

ot sup

po

rt e

ffective

p

lan

nin

g a

nd instr

uction

al

imp

lem

en

tatio

n d

ecis

ions.

Can

did

ate

p

rov

ides

feed

back t

o

learn

ers

wit

h

ex

ce

pti

on

ali

tie

s

to e

ng

ag

e t

hem

in

wo

rkin

g

tow

ard

qu

ality

le

arn

ing

an

d

perf

orm

an

ce.

(CE

C 4

.4)

Ca

nd

ida

te p

rovid

es e

ffe

ctive

a

ca

de

mic

an

d b

eh

avio

ral fe

edb

ack

to lea

rne

rs w

ith

exce

ptio

na

litie

s t

o

en

ga

ge

the

m in

wo

rkin

g t

ow

ard

q

ua

lity le

arn

ing a

nd p

erf

orm

ance

by

pro

vid

ing

fee

db

ack t

ha

t is

tim

ely

, fu

nctio

na

l, a

nd

is p

rese

nte

d in a

va

rie

ty o

f fo

rms (

form

al a

nd

su

mm

ative

). C

an

did

ate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

resp

on

ses.

Ca

nd

ida

te e

ng

ag

es t

he

le

arn

ers

with

e

xce

ptio

nalit

ies in

se

lf-m

onito

rin

g

the

ir o

wn

pe

rfo

rma

nce

, an

d u

tiliz

es

the

le

arn

ers

’ re

spo

nse

s a

s a

fe

ed

ba

ck loo

p to

adju

st

lea

rnin

g

exp

eri

en

ces.

Ca

nd

ida

te p

rovid

es e

ffe

ctive

a

ca

de

mic

an

d b

eh

avio

ral fe

edb

ack

to lea

rne

rs w

ith

exce

ptio

na

litie

s t

o

en

ga

ge

the

m in

wo

rkin

g t

ow

ard

q

ua

lity le

arn

ing a

nd p

erf

orm

ance

by

pro

vid

ing

fee

db

ack t

ha

t is

tim

ely

, fu

nctio

na

l, a

nd

is p

rese

nte

d in a

va

rie

ty o

f fo

rms (

form

al a

nd

su

mm

ative

). C

an

did

ate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

re

sp

on

ses.

Ca

nd

ida

te e

nco

ura

ge

s th

e le

arn

ers

w

ith

exce

ptio

na

litie

s to

self-m

on

ito

r th

eir

ow

n p

erf

orm

an

ce

, bu

t fo

rma

l fe

ed

ba

ck p

roce

du

res a

re n

ot in

p

lace

.

Ca

nd

ida

te p

rovid

es a

ca

dem

ic a

nd

b

eh

avio

ral fe

ed

ba

ck t

o le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

them

in

w

ork

ing

to

wa

rd q

ua

lity le

arn

ing

an

d

pe

rfo

rma

nce

. C

an

did

ate

ma

y

de

mon

str

ate

issu

es w

ith

tim

elin

ess,

fun

ctio

na

lity, a

nd

va

rie

ty o

f th

e

fee

dba

ck.

Ca

nd

idate

ma

y p

rovid

e

fee

dba

ck t

o th

e le

arn

er

on b

oth

a

ccu

rate

an

d in

accu

rate

re

sp

on

ses.

Ca

nd

ida

te m

isses o

pp

ort

un

itie

s t

o

en

cou

rage

th

e le

arn

ers

with

e

xce

ptio

nalit

ies to

se

lf-m

onito

r th

eir

o

wn

pe

rfo

rman

ce.

Ca

nd

ida

te p

rovid

es a

ca

dem

ic a

nd

b

eh

avio

ral fe

ed

ba

ck t

o le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

them

in

w

ork

ing

to

wa

rd q

ua

lity le

arn

ing

an

d

pe

rfo

rma

nce

. C

an

did

ate

d

em

on

str

ate

s issue

s w

ith

tim

elin

ess,

fun

ctio

na

lity, a

nd

va

rie

ty o

f th

e

fee

dba

ck.

Ca

nd

idate

pro

vid

es

fee

dba

ck t

o th

e le

arn

er

on

ina

ccu

rate

resp

on

se

s o

nly

.

Ca

nd

ida

te m

isses o

pp

ort

un

itie

s t

o

en

cou

rage

th

e le

arn

ers

with

e

xce

ptio

nalit

ies to

se

lf-m

onito

r th

eir

o

wn

pe

rfo

rman

ce.

86

DO

MA

IN 3

: IN

ST

RU

CT

ION

AL

PL

AN

NIN

G A

ND

DE

LIV

ER

Y

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

un

ders

tan

din

g o

f d

ev

elo

pm

en

t an

d

ind

ivid

ual

dif

fere

nce

s t

o

desig

n

instr

ucti

on

al g

oa

ls

an

d o

bje

cti

ves f

or

ind

ivid

uals

wit

h

excep

tio

na

liti

es.

(CE

C 5

.1)

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e im

pa

ct o

f d

eve

lopm

ent

and

ind

ivid

ua

l le

arn

ing

diffe

ren

ce

s (

fam

ily,

cu

ltu

re,

ling

uis

tic,

lea

rnin

g s

tyle

s,

and

exce

ptio

na

l le

arn

ing

ne

eds)

by d

eve

lopin

g a

nd

co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s t

hat

are

obse

rva

ble

an

d

me

asu

rable

. C

an

did

ate

desig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

cha

llen

gin

g,

de

ve

lopm

enta

lly a

pp

rop

ria

te, a

nd

e

xte

nd

co

nce

ptu

al le

arn

ing.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of th

e im

pa

ct o

f d

eve

lopm

ent

and

ind

ivid

ua

l le

arn

ing

diffe

ren

ce

s (

fam

ily,

cu

ltu

re,

ling

uis

tic,

lea

rnin

g s

tyle

s,

and

exce

ptio

na

l le

arn

ing

ne

eds)

by d

eve

lopin

g a

nd

co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s t

hat

are

obse

rva

ble

an

d

me

asu

rable

. C

an

did

ate

desig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

cha

llen

gin

g,

de

ve

lopm

enta

lly a

pp

rop

ria

te a

nd

re

su

lt in m

aste

ry o

f th

e lesson

o

bje

ctive

.

Ca

nd

ida

te d

em

on

str

ate

s a

n

em

erg

ing

un

de

rsta

nd

ing

of

the

imp

act o

f d

evelo

pm

en

t a

nd

ind

ivid

ua

l le

arn

ing

diffe

ren

ces

(fa

mily

, cultu

re,

ling

uis

tic, le

arn

ing

sty

les, a

nd e

xce

ption

al le

arn

ing

n

ee

ds)

by d

eve

lop

ing

an

d/o

r co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s.

Ho

we

ve

r, t

he

ca

ndid

ate

w

rite

s le

sso

n o

bje

ctive

s a

nd

go

als

th

at

are

not

obse

rva

ble

and

m

easu

rable

. A

dd

itio

na

lly,

the

ca

ndid

ate

desig

ns instr

uction

al g

oals

a

nd

le

sso

n o

bje

ctive

s t

ha

t a

re

de

ve

lopm

enta

lly a

pp

rop

ria

te, b

ut

do

no

t ta

ke

in

to c

on

sid

era

tio

n t

he

im

pact o

f o

the

r le

arn

er d

iffe

rence

s.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

acce

pta

ble

un

de

rsta

nd

ing

of

the

im

pact o

f d

evelo

pm

en

t a

nd

ind

ivid

ua

l le

arn

ing

diffe

ren

ces

(fa

mily

, cultu

re,

ling

uis

tic, le

arn

ing

sty

les, a

nd e

xce

ption

al le

arn

ing

n

ee

ds)

by d

eve

lop

ing

an

d/o

r co

mm

unic

ating

instr

uctio

nal le

sson

o

bje

ctive

s.

Fu

rth

er,

th

e c

and

ida

te

wri

tes le

sso

n o

bje

ctive

s a

nd

go

als

th

at

are

not

obse

rva

ble

and

m

easu

rable

. C

an

did

ate

als

o d

esig

ns

instr

uctio

nal go

als

and

lesso

n

ob

jective

s t

hat

are

no

t d

eve

lopm

enta

lly a

pp

rop

ria

te, a

nd

do

n

ot

take

in

to c

on

sid

era

tio

n t

he

im

pact o

f o

the

r le

arn

er d

iffe

rence

s.

Can

did

ate

co

nsid

ers

in

div

idu

al

ab

ilit

ies,

inte

rests

, le

arn

ing

en

vir

on

men

ts, an

d

cu

ltu

ral

an

d

lin

gu

isti

c f

acto

rs

in t

he s

ele

cti

on

an

d d

ev

elo

pm

en

t,

of

learn

ing

exp

eri

en

ce

s f

or

ind

ivid

uals

wit

h

excep

tio

na

liti

es.

(CE

C 5

.1)

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

se

que

nce

d a

nd

syste

ma

tic p

lan

fo

r d

eliv

erin

g a

mix

of

exp

licit a

nd

imp

licit e

vid

en

ce

-base

d instr

uctio

n

su

ppo

rte

d w

ith

co

ncre

te e

xa

mp

les

tha

t alig

n w

ith

th

e le

arn

ers

’ e

xp

eri

en

ces a

nd

inte

rests

.

Ca

nd

ida

te d

esig

ns d

iffe

ren

tiate

d

instr

uctio

nal activitie

s th

at a

re

cre

ative

, m

otiva

tin

g,

an

d r

esult in

skill

acqu

isitio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

se

que

nce

d a

nd

syste

ma

tic p

lan

fo

r d

eliv

erin

g e

xp

licit e

vid

en

ce

-base

d

instr

uctio

n s

upp

ort

ed

with

concre

te

exa

mp

les th

at

alig

n w

ith

th

e

lea

rners

’ e

xp

eri

en

ce

s a

nd

inte

rests

.

Ca

nd

ida

te d

esig

ns ind

ivid

ua

lize

d

instr

uctio

nal activitie

s th

at re

sult in

skill

acqu

isitio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

ut a

ctivitie

s m

ay

no

t b

e m

otiva

ting

or

cre

ative

.

Ca

nd

ida

te c

onsid

ers

th

e in

flu

en

ce

of

ind

ivid

ua

l a

bili

tie

s, in

tere

sts

, le

arn

ing

en

vir

onm

en

ts,

an

d c

ultu

ral a

nd

lin

gu

istic f

acto

rs in

th

e s

ele

ction

, d

eve

lopm

ent,

and

ada

pta

tion

of

lea

rnin

g e

xp

eri

en

ces f

or

ind

ivid

ua

ls

with

exce

ptio

na

litie

s b

y d

eve

lop

ing

a

pla

n fo

r de

live

rin

g in

str

uctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

inco

rpo

rate

evid

en

ce

-base

d

pra

ctices.

OR

Ca

nd

ida

te d

esig

ns instr

uctio

na

l a

ctivitie

s t

ha

t m

ay o

r m

ay n

ot

resu

lt

in s

kill

acq

uis

itio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

eca

use

th

e

ca

ndid

ate

doe

s n

ot a

dd

ress t

he

im

pact o

f cu

ltu

ral a

nd

en

vir

onm

en

tal

lea

rner

diffe

ren

ces.

Ca

nd

ida

te d

oes n

ot con

sid

er

the

in

flue

nce

of in

div

idu

al ab

ilities,

inte

rests

, le

arn

ing

en

vir

onm

ents

, an

d

cu

ltu

ral a

nd

lin

gu

istic f

acto

rs in t

he

se

lectio

n, d

eve

lop

men

t, a

nd

a

da

pta

tion

of le

arn

ing

exp

eri

en

ces

for

ind

ivid

ua

ls w

ith

exce

ptio

na

litie

s

by d

eve

lopin

g a

pla

n fo

r d

eliv

eri

ng

in

str

uctio

n.

Th

e c

and

ida

te d

oes n

ot

inco

rpo

rate

evid

en

ce

-base

d

pra

ctices.

AN

D

Ca

nd

ida

te d

esig

ns instr

uctio

na

l a

ctivitie

s t

ha

t d

o n

ot

result in

skill

a

cq

uis

itio

n f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies, b

eca

use

th

e

ca

ndid

ate

doe

s n

ot a

dd

ress t

he

im

pact o

f cu

ltu

ral a

nd

en

vir

onm

en

tal

lea

rner

diffe

ren

ces.

87

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

tech

no

log

ies t

o

su

pp

ort

in

str

ucti

on

al

asse

ssm

en

t,

pla

nn

ing

, an

d

deliv

ery

fo

r in

div

idu

als

wit

h

ex

ce

pti

on

ali

tie

s.

(CE

C 5

.2)

Ca

nd

ida

te e

ffective

ly u

se

s a

va

rie

ty

of

tech

nolo

gie

s r

ou

tin

ely

to

sup

po

rt

instr

uctio

nal assessm

en

t, p

lann

ing

, a

nd

de

live

ry o

f in

str

uctio

n b

y

se

am

lessly

in

teg

ratin

g te

chn

olo

gy

into

th

e p

ed

ag

og

ical p

lan

nin

g a

nd

im

ple

me

nta

tio

n o

f in

str

uctio

n w

ith

ou

t d

isru

pting

the

flo

w o

f in

str

uction

. C

an

did

ate

’s u

se

of

tech

no

log

y is

mo

tiva

tin

g a

nd

en

gag

ing

and

in

cre

ases le

arn

ers

’ in

str

uctio

na

l a

cce

ss a

nd

pe

rfo

rma

nce

.

Ca

nd

ida

te e

ffective

ly u

se

s

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

e

xp

eri

en

ce

d g

litche

s in

usin

g

techn

olo

gy t

ha

t ca

used

dis

ruptio

ns

in t

he

flo

w o

f in

str

uctio

n. C

an

did

ate

’s

use

of

instr

uctio

n is m

otiva

tin

g a

nd

e

ng

agin

g to

le

arn

ers

an

d in

cre

ases

instr

uctio

nal access t

o le

arn

ers

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te a

ttem

pts

to

use

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ca

nd

ida

te’s

use

of

techn

olo

gy a

ppe

are

d t

o b

e a

“p

ed

ago

gic

al a

dd o

n”

to in

str

uction

a

s o

pp

ose

d to

an in

teg

rate

d

co

mp

on

en

t o

f in

str

uctio

n.

Ca

nd

ida

te’s

use

of

tech

no

log

y

en

ga

ge

d th

e t

ea

ch

er

mo

re th

an

th

e

lea

rner.

Th

ere

fore

, it is n

ot e

vid

en

t th

at

lea

rne

rs e

xp

eri

en

ced

incre

ased

a

cce

ss t

o in

str

uctio

n a

nd im

pro

ve

d

lea

rner

pe

rfo

rma

nce

.

Ca

nd

ida

te a

ttem

pts

to

use

techn

olo

gie

s t

o s

up

po

rt instr

uctio

nal

asse

ssm

en

t, p

lann

ing

, a

nd

deliv

ery

o

f in

str

uction

by inte

gra

ting

te

chn

olo

gy in

to t

he

pe

da

go

gic

al

pla

nnin

g a

nd im

ple

me

nta

tio

n o

f in

str

uctio

n.

Ho

we

ve

r, t

he

ca

ndid

ate

d

id n

ot

ap

pe

ar

to b

e f

am

ilia

r w

ith

th

e

techn

olo

gy r

esultin

g in

sig

nific

an

t d

isru

ption

s in

th

e flo

w o

f in

str

uction

. D

ue

to

th

e d

isru

ptio

ns,

it is n

ot

evid

en

t th

at le

arn

ers

exp

eri

ence

d

incre

ased

acce

ss t

o in

str

uction

an

d

imp

roved

lea

rne

r p

erf

orm

an

ce.

Can

did

ate

is

fam

ilia

r w

ith

au

gm

en

tati

ve

an

d a

ltern

ati

ve

co

mm

un

ica

tio

n

syste

ms a

nd

a

vari

ety

of

as

sis

tiv

e

tech

no

log

ies t

o

su

pp

ort

th

e

co

mm

un

icati

on

an

d

learn

ing

of

stu

den

ts

wit

h

excep

tio

na

liti

es.

(CE

C 5

.3)

Ca

nd

ida

te is fa

mili

ar

with

a v

arie

ty o

f lo

w t

ech

an

d h

igh

te

ch

alte

rnative

a

nd

in

no

va

tive

au

gm

enta

tive

an

d

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

nd

ida

te c

an

art

icu

late

th

e p

urp

ose

o

f th

e A

AC

syste

m, h

ow

it

is u

se

d b

y

the

le

arn

er,

and

ca

n f

acili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy, w

ith

ou

t g

uid

an

ce

fro

m t

he

co

op

era

ting

tea

ch

er,

to

co

mm

un

ica

te o

f d

esir

es,

ne

eds,

an

d id

eas.

Ca

nd

ida

te is fa

mili

ar

with

a v

arie

ty o

f lo

w t

ech

an

d h

igh

te

ch

alte

rnative

a

nd

in

no

va

tive

au

gm

enta

tive

an

d

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

nd

ida

te c

an

art

icu

late

th

e p

urp

ose

o

f th

e A

AC

syste

m u

se

d b

y t

he

le

arn

er,

ho

w it

is u

se

d b

y t

he

le

arn

er,

a

nd

ca

n fa

cili

tate

th

e le

arn

er

usin

g

the

tech

no

log

y,

with

gu

ida

nce

fro

m

the

co

ope

ratin

g te

ach

er,

to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

Ca

nd

ida

te is n

ot

fam

ilia

r w

ith

a

va

rie

ty o

f lo

w t

ech

and

hig

h tech

a

lte

rna

tive

an

d in

no

va

tive

a

ug

me

nta

tive

and

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

ndid

ate

ca

n a

rtic

ula

te t

he

pu

rpose

of th

e

AA

C s

yste

m u

se

d b

y t

he

le

arn

er,

bu

t is

no

t su

re h

ow

th

e lea

rne

r u

se

s t

he

A

AC

te

ch

no

log

y.

Co

nse

que

ntly,

the

ca

ndid

ate

re

qu

ires t

rain

ing

by th

e

co

ope

ratin

g te

ach

er

to f

acili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

Ca

nd

ida

te is n

ot

fam

ilia

r w

ith

a

lte

rna

tive

an

d in

no

va

tive

a

ug

me

nta

tive

and

alte

rna

tive

co

mm

unic

ation

syste

ms.

Ca

ndid

ate

ca

nno

t a

rtic

ula

te t

he

pu

rpo

se

of

the

A

AC

syste

m o

r ho

w t

he

le

arn

er

uses

the

AA

C t

ech

no

log

y.

Co

nse

que

ntly,

the

ca

ndid

ate

ca

nn

ot

facili

tate

th

e

lea

rner

usin

g t

he

te

ch

nolo

gy to

co

mm

unic

ate

de

sir

es, n

ee

ds, a

nd

id

eas.

88

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

str

ate

gie

s t

o

en

han

ce

lan

gu

ag

e

dev

elo

pm

en

t an

d

co

mm

un

icati

on

skills

of

lea

rners

w

ith

excep

tio

na

liti

es.

(CE

C 5

.4)

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

exce

ptio

na

litie

s b

y

se

rvin

g a

s a

n e

ffe

ctive

mo

del o

f o

ral an

d w

ritt

en

la

ng

ua

ge

.

Ca

nd

ida

te e

ffective

ly u

se

s

reso

urc

es a

nd

evid

en

ce

-based

in

str

uctio

n to

facili

tate

im

pro

vem

en

ts in

the

rece

ptive

a

nd

exp

ressiv

e lan

gu

ag

e s

kill

s o

f le

arn

ers

wh

o d

o n

ot sp

ea

k a

nd

le

arn

ers

wh

ose p

rim

ary

lan

gua

ge

is

no

t E

nglis

h t

o e

nh

ance

access

to t

he

cu

rric

ula

r co

nte

nt b

ein

g

tau

gh

t.

Ca

nd

ida

te e

xp

licitly

an

d

syste

ma

tica

lly in

fuses lan

gua

ge

a

nd

co

mm

unic

ation

instr

uctio

n

acro

ss s

ettin

gs in

to th

e le

arn

er’s

da

ily r

outine

s a

nd

su

pp

ort

s

instr

uctio

n w

ith

co

ncre

te la

ng

ua

ge

e

xp

eri

en

ces t

hat

alig

n w

ith

th

e

lea

rner’

s c

om

mu

nic

atio

n a

nd

e

nvir

onm

en

tal ne

eds.

Ca

nd

ida

te’s

se

lects

and

use

s

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t re

su

lt in

obse

rvab

le

imp

rovem

en

ts in

the

co

mm

unic

ation

and

lan

gua

ge

skill

s o

f th

e le

arn

er

acro

ss

lea

rnin

g e

nvir

onm

ents

.

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

e

xce

ptio

nalit

ies b

y s

erv

ing a

s a

n

eff

ective

mo

del o

f o

ral a

nd

wri

tte

n

lan

gua

ge

. C

an

did

ate

at tim

es u

ses

info

rma

l sp

ee

ch

.

Ca

nd

ida

te c

onsid

ers

th

e im

pact

of a

d

isab

ility

an

d c

ultu

ral in

flue

nces o

n

the

rece

ptive

and

exp

ressiv

e

lan

gua

ge

de

ve

lop

me

nt

of

lea

rne

rs

with

exce

ptio

na

litie

s o

r th

ose

wh

ose

p

rim

arily

lan

gua

ge

is n

ot

Eng

lish

by

usin

g e

vid

en

ce

-base

d instr

uctio

n t

o

incre

ase t

he c

om

mu

nic

atio

n s

kill

s

an

d u

nd

ers

tand

ing

of th

e c

urr

icu

lar

co

nte

nt

be

ing

ta

ug

ht.

Ca

nd

ida

te e

xp

licitly

an

d

syste

ma

tica

lly in

co

rpo

rate

s c

on

cre

te

lan

gua

ge

exp

eri

en

ce

s in

to instr

uctio

n

with

in t

he

se

ttin

g w

he

re

co

mm

unic

ation

and

lan

gua

ge

ne

eds

ha

ve

be

en

ide

ntified

.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

mate

ria

ls

tha

t re

su

lt in o

bse

rva

ble

im

pro

vem

en

ts in

the

co

mm

unic

atio

n

an

d la

ng

ua

ge s

kill

s o

f th

e lea

rne

r w

ith

in t

he

le

arn

ing e

nvir

on

ment

in

wh

ich

instr

uction

is p

rovid

ed

.

Ca

nd

ida

te u

ses s

tra

teg

ies t

o

en

ha

nce

la

ng

ua

ge

de

velo

pm

en

t a

nd

co

mm

unic

ation

skill

s o

f le

arn

ers

with

exce

ptio

na

litie

s b

y

tryin

g t

o m

ode

l g

ram

ma

tically

a

nd

me

ch

anic

ally

co

rre

ct o

ral

an

d w

ritt

en

la

ngu

age

. H

ow

eve

r, t

he

ca

nd

ida

te

ma

ke

s e

rro

rs,

bu

t th

e

ca

ndid

ate

se

lf-

co

rrects

so

on a

fte

r th

e e

rro

r is

m

ad

e.

Ca

nd

ida

te d

eliv

ers

pla

nne

d

instr

uctio

nal op

po

rtu

nitie

s t

o

lea

rners

with

exce

ptio

na

litie

s

an

d t

ho

se

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h in

an

e

ffo

rt to

enh

ance

th

e

co

mm

unic

ation

skill

s a

nd

u

nd

ers

tand

ing

of th

e c

urr

icula

r co

nte

nt

be

ing

ta

ug

ht. H

ow

eve

r,

the

ca

ndid

ate

doe

s n

ot co

nsid

er

ho

w a

dis

ab

ility

or

cu

ltu

ral

influe

nce

s im

pa

ct la

ng

uag

e

acq

uis

itio

n o

f le

arn

ers

with

e

xce

ptio

nalit

ies b

y u

sin

g

lan

gua

ge

con

cep

ts th

at a

re n

ot

in t

he

sco

pe

of

the

le

arn

er’s

rece

ptive

or

exp

ressiv

e la

ng

uag

e

vo

ca

bu

lary

. C

an

did

ate

ma

y u

se

co

ncre

te la

ng

uag

e e

xp

eri

ences

to s

up

po

rt instr

uction

, bu

t th

e

exp

eri

en

ces d

o n

ot a

lign

with

th

e

lea

rner’

s f

unctio

na

l n

eed

s o

f e

nvir

onm

en

tal e

xp

eri

ences.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t do

no

t re

su

lt in

o

bse

rva

ble

im

pro

ve

men

ts in

the

le

arn

er’

s c

om

mu

nic

atio

n a

nd

la

ng

ua

ge

skill

s.

Ca

nd

ida

te d

oes n

ot e

ffe

ctively

use

str

ate

gie

s t

o e

nha

nce

la

ng

ua

ge

d

eve

lopm

ent

and

com

mu

nic

atio

n

skill

s o

f le

arn

ers

with

exce

ption

alit

ies.

Ca

nd

ida

te m

ake

s g

ram

matica

l a

nd

m

ech

an

ical e

rro

rs in

ora

l an

d w

ritt

en

la

ng

ua

ge

, a

nd

doe

s n

ot self-c

orr

ect.

Ca

nd

ida

te d

oes n

ot p

rovid

e lea

rne

rs

with

exce

ptio

na

litie

s a

nd

th

ose w

ho

se

p

rim

ary

la

ngu

ag

e is n

ot E

ng

lish

with

p

lan

ne

d in

str

uctio

na

l la

ngu

ag

e

exp

eri

en

ces t

o e

nh

an

ce

th

e

co

mm

unic

ation

skill

s a

nd

u

nd

ers

tand

ing

of th

e c

urr

icula

r co

nte

nt

be

ing

ta

ug

ht.

Ca

nd

ida

te a

pp

ea

rs to

rely

on

th

e

lea

rner’

s n

atu

ral a

nd

da

ily

inte

ractio

ns w

ith

pe

ers

, te

ach

ers

, a

nd

the

en

viro

nm

en

t to

im

pro

ve

la

ng

ua

ge

acq

uis

itio

n a

nd

co

mm

unic

ation

skill

s.

Ca

nd

ida

te s

ele

cts

and

uses

instr

uctio

nal str

ate

gie

s a

nd

m

ate

ria

ls t

ha

t do

no

t re

su

lt in

o

bse

rva

ble

im

pro

ve

men

ts in

the

le

arn

er’

s c

om

mu

nic

atio

n a

nd

la

ng

ua

ge

skill

s.

89

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

dev

elo

ps

an

d im

ple

men

ts a

v

ari

ety

of

lon

git

ud

inal an

d

sh

ort

-term

pla

ns

for

lea

rners

wit

h

excep

tio

na

liti

es.

(CE

C 5

.5)

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

eff

ective

ly d

eve

lops

an

d im

ple

me

nts

a v

arie

ty o

f

lon

gitu

din

al p

lan

s (

IEP

, IT

P,

an

d

BIP

) fo

r le

arn

ers

with

exce

ptio

nalit

ies b

y d

eve

lop

ing g

oa

ls

an

d b

en

ch

ma

rks t

hat

add

ress th

e

ind

ivid

ua

l le

arn

ing

nee

ds o

f th

e

stu

de

nt

an

d p

rom

ote

s s

kill

maste

ry

an

d g

en

era

liza

tio

n a

cro

ss s

cho

ol,

ho

me,

and

com

mu

nity s

ettin

gs.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

sh

ort

-te

rm instr

uction

al p

lan

s (

lesso

n

pla

ns a

nd

unit p

lans)

tha

t dir

ectly

alig

n t

o th

e le

arn

er’s I

EP

, IT

P, a

nd

/or

BIP

an

d p

rom

ote

s m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns a

nd

g

en

era

liza

tio

ns.

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

eff

ective

ly d

eve

lops a

nd

imp

lem

en

ts a

va

rie

ty o

f lo

ng

itud

inal

pla

ns (

IEP

, IT

P,

an

d B

IP)

for

lea

rners

with

exce

ptio

na

litie

s b

y

de

ve

lopin

g g

oals

an

d b

ench

ma

rks

tha

t ad

dre

ss th

e in

div

idu

al le

arn

ing

ne

eds o

f th

e s

tud

en

t a

nd

pro

mo

tes

skill

ma

ste

ry.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

sh

ort

-te

rm instr

uction

al p

lan

s (

lesso

n

pla

ns a

nd

unit p

lans)

tha

t dir

ectly

alig

n t

o th

e le

arn

er’s I

EP

, IT

P, a

nd

/or

BIP

an

d p

rom

ote

s m

ea

nin

gfu

l le

arn

ing

pro

gre

ssio

ns.

Ca

nd

ida

te, in

co

llab

ora

tio

n w

ith

pro

fessio

nals

, fa

mily

, a

nd

the

stu

de

nt,

ob

se

rve

s th

e d

eve

lopm

en

t

of

a v

ari

ety

of

lon

gitu

din

al p

lans

(IE

P,

ITP

, a

nd

BIP

) fo

r le

arn

ers

with

exce

ptio

nalit

ies.

Altho

ug

h o

ffe

red

th

e

op

po

rtu

nity,

the

ca

ndid

ate

do

es n

ot

active

ly p

art

icip

ate

in

the

de

ve

lopm

ent

of

the

lo

ngitu

din

al

pla

ns (

IEP

, IT

P,

an

d B

IP).

Ho

we

ve

r, t

he

ca

nd

ida

te u

ses th

e

lon

gitu

din

al p

lan

s t

o d

eve

lop a

nd

im

ple

me

nt sh

ort

-te

rm instr

uctio

na

l p

lans (

lesso

n p

lans a

nd

un

it p

lan

s)

tha

t alig

n t

o th

e le

arn

er’s I

EP

, IT

P,

an

d/o

r B

IP in a

n e

ffo

rt t

o p

rom

ote

m

ea

nin

gfu

l le

arn

ing p

rog

ressio

ns.

Ca

nd

ida

te d

oes n

ot a

tte

nd

IE

P

me

etin

gs w

he

re lon

gitu

din

al p

lan

s

su

ch

as t

he I

EP

, IT

P,

an

d B

IP a

re

de

ve

lope

d.

Can

did

ate

ca

nn

ot

art

icu

late

the

re

lation

ship

be

twe

en

th

e I

EP

, IT

P,

an

d /

or

BIP

and

sh

ort

- te

rm in

str

uctio

na

l pla

ns s

uch a

s

lesso

n p

lan

s a

nd

un

it p

lan

s.

As a

re

su

lt,

the

ca

nd

ida

te d

oe

s n

ot

co

nsid

er

usin

g t

he

IE

P,

ITP

, an

d/o

r th

e B

IP w

he

n d

esig

nin

g d

aily

in

str

uctio

nal pla

ns.

Can

did

ate

tea

ch

es

to

maste

ry a

nd

p

rom

ote

s

gen

era

lizati

on

of

learn

ing

. (C

EC

5.6

)

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

In

ad

ditio

n, th

e

ca

ndid

ate

dem

on

str

ate

s h

ow

th

e s

kill

o

r se

t o

f be

ha

vio

rs c

an

be

used

in

o

the

r se

ttin

gs a

nd

re

qu

ires th

e

lea

rners

to

pra

ctice

th

e s

kill

in

oth

er

se

ttin

gs w

hic

h p

ositiv

ely

im

pacts

g

en

era

liza

tio

n o

f le

arn

ing

.

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

In

ad

ditio

n, th

e

ca

ndid

ate

dem

on

str

ate

s h

ow

th

e s

kill

o

r se

t o

f be

ha

vio

rs c

an

be

used

in

oth

er

se

ttin

gs. H

ow

eve

r, t

he

ca

ndid

ate

doe

s n

ot

req

uire

the

lea

rners

to

pra

ctice

th

e s

kill

in

oth

er

se

ttin

gs w

hic

h lim

its th

e d

eg

ree

to

wh

ich

th

e le

arn

ers

’ skill

s a

nd

b

eh

avio

rs g

en

era

lize

.

Ca

nd

ida

te te

ach

es t

o m

aste

ry b

y

exp

ectin

g le

arn

ers

to

dem

on

str

ate

p

roficie

ncy in

a s

kill

or

se

t o

f b

eh

avio

rs b

efo

re m

ovin

g t

o the

ne

xt

cu

rric

ula

r co

nce

pt.

Ho

we

ve

r, th

e

ca

ndid

ate

doe

s n

ot d

em

on

str

ate

or

req

uire

th

e le

arn

ers

to

sh

ow

ho

w t

he

skill

or

set

of b

eh

avio

rs c

an b

e u

sed

in o

the

r se

ttin

gs.

Ca

nd

ida

te d

oes n

ot e

xp

ect

maste

ry

of

cu

rric

ula

r co

nce

pts

be

fore

mo

vin

g

to t

he

ne

xt

cu

rric

ula

r con

cep

t. A

s a

re

su

lt,

lea

rne

rs w

ith

exce

ptiona

litie

s

en

d u

p w

ith

splin

tere

d s

kill

s tha

t d

o

no

t in

teg

rate

in

to u

sea

ble

beha

vio

rs.

Can

did

ate

pro

mo

tes

cri

tic

al th

inkin

g a

nd

p

rob

lem

so

lvin

g t

o

learn

ers

wit

h

excep

tio

na

liti

es.

(CE

C 5

.7)

Ca

nd

ida

te p

rom

ote

s c

ritica

l th

inkin

g

an

d p

rob

lem

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y t

ea

ch

ing

lea

rne

rs

with

exce

ptio

na

litie

s h

ow

to

ask a

nd

re

sp

on

d to

hig

h le

ve

l qu

estio

ns s

uch

a

s a

pp

lica

tio

n, a

naly

sis

, syn

the

sis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

with

e

xce

ptio

nalit

ies to

eng

age

in p

ractice

a

ctivitie

s t

ha

t p

rovid

e o

pp

ort

unitie

s

for

critica

l th

oug

ht

at

a le

ve

l co

mm

ensu

rate

with

the

lea

rner’

s

ab

ilities.

Ca

nd

ida

te p

rom

ote

s c

ritica

l th

inkin

g

an

d p

rob

lem

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y t

ea

ch

ing

lea

rne

rs

with

exce

ptio

na

litie

s h

ow

to

resp

ond

to

hig

h le

ve

l q

ue

stio

ns t

ha

t in

vo

lve

th

e a

pp

lica

tio

n, a

naly

sis

, syn

the

sis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ho

we

ve

r, w

he

n t

he

ca

ndid

ate

im

ple

me

nts

pra

ctice

activitie

s, th

e

ca

ndid

ate

ma

y r

eq

uir

e le

arn

ers

with

e

xce

ptio

nalit

ies to

use

cri

tical

tho

ugh

t a

t a

le

ve

l th

at

is n

ot

co

mm

ensu

rate

with

the

lea

rner’

s

ab

ilities.

Ca

nd

ida

te a

ttem

pts

to

pro

mo

te

cri

tica

l th

inkin

g a

nd

pro

ble

m s

olv

ing

to

lea

rne

rs w

ith

exce

ptio

na

litie

s b

y

askin

g le

arn

ers

with

exce

ptio

na

litie

s

hig

h le

ve

l q

uestion

s th

at in

vo

lve

th

e

ap

plic

atio

n,

ana

lysis

, syn

thesis

, a

nd

/or

eva

luation

of kn

ow

led

ge

.

Ho

we

ve

r, b

eca

use

the

ca

ndid

ate

did

n

ot

pro

vid

e in

str

uctio

n o

n h

ow

to

ask

or

resp

on

d t

o c

ritical th

inkin

g

qu

estio

ns,

the

le

arn

ers

with

e

xce

ptio

nalit

ies a

re n

ot

ab

le to

pro

cess t

he

in

form

atio

n a

t th

e le

ve

l o

f th

ou

gh

t re

quir

ed

.

Ca

nd

ida

te d

oes n

ot a

tte

mp

t to

p

rom

ote

cri

tica

l th

inkin

g a

nd

pro

ble

m

so

lvin

g t

o le

arn

ers

with

e

xce

ptio

nalit

ies b

y a

skin

g lea

rne

rs

with

exce

ptio

na

litie

s lo

w le

ve

l q

ue

stio

ns th

at

invo

lve

basic

reca

ll o

r co

mp

reh

en

sio

n.

90

DO

MA

IN 4

: CL

ASS

RO

OM

MA

NA

GE

ME

NT

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

m

axim

ize

s

instr

ucti

on

by

en

gag

ing

lea

rne

rs

wit

h e

xcep

tio

naliti

es

in r

ele

van

t an

d

cu

ltu

rall

y

resp

on

siv

e l

earn

ing

acti

vit

ies a

nd

so

cia

l in

tera

cti

on

s.

(CE

C 2

.1)

Ca

ndid

ate

ma

xim

ize

s instr

uctio

n b

y

e

ng

ag

ing

lea

rne

rs w

ith

e

xce

ptio

na

litie

s in

re

leva

nt

an

d

cu

ltu

rally

re

sp

onsiv

e le

arn

ing

activitie

s a

nd

so

cia

l in

tera

ction

s.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

to

active

ly e

ng

age

in

ind

ivid

ua

l an

d

gro

up

activitie

s. W

he

n s

ele

cting

m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

co

nsid

ers

the

rele

van

ce

to

th

e le

arn

er,

lea

rne

r’s in

tere

sts

, le

arn

ing

pre

fere

nce

, an

d c

ultu

ral

va

lue

s.

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies s

tructu

red

cu

rric

ula

r a

nd

extr

a-c

urr

icula

r op

po

rtu

nitie

s t

o

inte

ract

with

le

arn

ers

with

ou

t

C

an

did

ate

ma

xim

ize

s instr

uctio

n b

y

en

ga

gin

g le

arn

ers

with

e

xce

ptio

nalit

ies in

rele

va

nt a

nd

cu

ltu

rally

re

spo

nsiv

e lea

rnin

g

activitie

s a

nd s

ocia

l in

tera

ctio

ns.

Ca

nd

ida

te r

eq

uire

s le

arn

ers

to

active

ly e

ng

age

in

ind

ivid

ua

l an

d

gro

up

activitie

s. W

he

n s

ele

cting

m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

co

nsid

ers

the

rele

van

ce

to

th

e le

arn

er,

lea

rne

r’s in

tere

sts

, le

arn

ing

pre

fere

nce

, an

d c

ultu

ral

va

lue

s.

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies p

lan

ne

d a

nd

str

uctu

red

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

C

an

did

ate

prim

arily

re

qu

ires le

arn

ers

with

exce

ptio

na

litie

s to

pa

rtic

ipa

te in

le

arn

ing

activitie

s t

ha

t m

ay b

e s

kill

re

leva

nt,

bu

t th

e c

and

ida

te m

ostly

uses p

assiv

e a

ctivitie

s s

uch

as

pa

pe

r-pe

ncil

tasks. C

onse

quen

tly,

wh

en

se

lectin

g m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

d

oe

s n

ot co

nsid

er

the

le

arn

er’s

inte

rests

, le

arn

ing

pre

fere

nce

, a

nd

cu

ltu

ral va

lues.

OR

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies u

nstr

uctu

red a

nd

u

np

lan

ned

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

du

rin

g t

he s

ch

ool d

ay.

C

an

did

ate

prim

arily

re

quir

es le

arn

ers

w

ith

exce

ptio

na

litie

s to

pa

rtic

ipa

te in

le

arn

ing

activitie

s t

ha

t m

ay b

e s

kill

re

leva

nt,

bu

t th

e c

and

ida

te m

ostly

uses p

assiv

e a

ctivitie

s s

uch

as

pa

pe

r-pe

ncil

tasks. C

onse

quen

tly,

wh

en

se

lectin

g m

ate

ria

ls a

nd

le

arn

ing

activitie

s,

the

ca

ndid

ate

d

oe

s n

ot co

nsid

er

the

le

arn

er’s

inte

rests

, le

arn

ing

pre

fere

nce

, a

nd

cu

ltu

ral va

lues.

AN

D

Ca

nd

ida

te p

rovid

es lea

rne

rs w

ith

e

xce

ptio

nalit

ies u

nstr

uctu

red a

nd

u

np

lan

ned

opp

ort

un

itie

s to

in

tera

ct

with

le

arn

ers

with

ou

t e

xce

ption

alit

ies

du

rin

g t

he s

ch

ool d

ay.

91

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

esta

blish

es a

nd

m

an

ag

es a

cad

em

ic

an

d n

on

-acad

em

ic

cla

ssro

om

ro

uti

nes. (C

EC

2.1

)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

effe

ctive

ly

esta

blis

hes a

nd

ma

nag

es a

cad

em

ic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utine

s fo

r le

arn

ers

with

e

xce

ptio

nalit

ies.

In r

esp

ect

to a

cad

em

ic r

ou

tin

es,

the

ca

ndid

ate

esta

blis

hes v

erb

al an

d

no

n-v

erb

al p

rom

pts

fo

r sig

nalin

g

tra

nsitio

n t

ime

be

twe

en

su

bje

cts

/activitie

s a

s w

ell

as

pro

ced

ure

s f

or

sub

mitting

and

re

turn

ing

da

ily w

ork

/hom

ew

ork

. T

he

ca

ndid

ate

ma

y a

lso

esta

blis

h o

the

r p

roced

ure

s a

nd

rou

tine

s s

uch

as f

or

stu

de

nt

resp

on

se

s.

In r

esp

ect

to n

on

-acad

em

ic r

ou

tin

es

su

ch

as a

tte

nd

an

ce,

lun

ch c

oun

t, lin

e

up

, a

nd

ma

teria

l sto

rag

e, th

e

ca

ndid

ate

vis

ua

lly p

osts

the

rou

tin

es

an

d m

an

ag

es t

he r

ou

tin

es b

y

en

cou

ragin

g le

arn

ers

with

e

xce

ptio

nalit

ies to

be in

vo

lve

d in

the

m

an

ag

em

en

t o

f th

e r

outine

s.

Ca

nd

ida

te r

ota

tes t

ho

se in

volv

ed

in

exe

cu

tin

g t

he r

ou

tin

es t

o c

reate

an

atm

osp

he

re o

f in

clu

siv

ene

ss a

nd

c

om

mu

nity.

Le

arn

ers

ap

pea

r to

un

ders

tand

th

e

exp

ecta

tio

ns b

y d

em

on

str

ating

be

ha

vio

rs t

ha

t alig

n w

ith

th

e

cla

ssro

om

ro

utin

es.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

effe

ctive

ly

esta

blis

hes a

nd

ma

nag

es a

cad

em

ic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utine

s fo

r le

arn

ers

with

e

xce

ptio

nalit

ies.

In r

esp

ect

to a

cad

em

ic r

ou

tin

es,

the

ca

ndid

ate

esta

blis

hes v

erb

al an

d

no

n-v

erb

al p

rom

pts

fo

r sig

nalin

g

tra

nsitio

n t

ime

be

twe

en

su

bje

cts

/activitie

s a

s w

ell

as

pro

ced

ure

s f

or

sub

mitting

and

re

turn

ing

da

ily w

ork

/hom

ew

ork

. T

he

ca

ndid

ate

ma

y a

lso

esta

blis

h o

the

r p

roced

ure

s a

nd

rou

tine

s s

uch

as f

or

stu

de

nt

resp

on

se

s.

In r

esp

ect

to n

on

-acad

em

ic r

ou

tin

es

su

ch

as a

tte

nd

an

ce,

lun

ch c

oun

t,

line

up

, a

nd

ma

teri

al sto

rage

, th

e

ca

ndid

ate

vis

ua

lly p

osts

the

rou

tin

es

an

d e

ffe

ctive

ly m

an

age

s th

e

rou

tine

s.

Le

arn

ers

ap

pea

r to

un

ders

tand

th

e

exp

ecta

tio

ns b

y d

em

on

str

ating

be

ha

vio

rs t

ha

t alig

n w

ith

th

e

cla

ssro

om

ro

utin

es.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

esta

blis

he

s

aca

de

mic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utin

es f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot co

nsis

tently

ma

nag

e th

e a

ca

de

mic

or

no

n-

aca

de

mic

rou

tin

e.

Alth

oug

h the

ro

utine

s a

re p

oste

d,

the

ca

ndid

ate

m

ay f

org

et

to p

erf

orm

ce

rtain

ro

utine

s o

r d

oe

s n

ot

ap

pea

r aw

are

of

the

le

arn

er

wh

o is r

espo

nsib

le fo

r a

ce

rtain

da

ily r

ou

tine

.

Le

arn

ers

do

not

app

ea

r to

u

nd

ers

tand

the

exp

ecta

tio

ns b

y

de

mon

str

ating

beh

avio

rs t

ha

t la

ck

ad

he

ren

ce

to

po

ste

d c

lassro

om

ro

utine

s.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

esta

blis

he

s

aca

de

mic

an

d n

on

-aca

de

mic

cla

ssro

om

ro

utin

es f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies w

ith

ou

t co

nsu

ltin

g

with

th

e c

oo

pe

rating

tea

che

r. A

s a

re

su

lt,

lea

rne

rs w

ith

exce

ptiona

litie

s

are

unin

ten

tion

ally

fu

nction

ing

un

de

r d

ua

l e

xp

ecta

tion

s.

Le

arn

ers

do

not

app

ea

r to

u

nd

ers

tand

the

exp

ecta

tio

ns b

y

de

mon

str

ating

beh

avio

rs t

ha

t la

ck

ad

he

ren

ce

to

po

ste

d c

lassro

om

ro

utine

s.

92

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

s u

se

mo

tiv

ati

on

al an

d

instr

ucti

on

al

inte

rven

tio

ns t

o

teach

le

arn

ers

wit

h

excep

tio

na

liti

es

ho

w t

o a

dap

t to

d

iffe

ren

t en

vir

on

men

ts.

(CE

C 2

.2)

Ca

nd

ida

te e

ffective

ly u

se

s

mo

tiva

tio

nal an

d in

str

uctio

nal

inte

rve

ntio

ns t

o te

ach

le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

to

ad

ap

t to

th

e

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

) b

y t

ea

ch

ing

le

arn

ers

with

exce

ptio

na

litie

s th

e

exp

ecta

tio

ns o

f e

ach

le

arn

ing

e

nvir

onm

en

t, a

nd h

avin

g lea

rne

rs

mo

del a

nd

pra

ctice

ap

pro

pria

te

resp

on

ses w

ith

in th

e g

ive

n

en

vir

onm

en

t. T

he

can

did

ate

de

sig

ns

an

d im

ple

me

nts

activitie

s th

at a

re

tailo

red

to

th

e issue

(s)

in w

hic

h t

he

le

arn

er

is h

avin

g d

ifficu

lty a

dap

tin

g.

Ca

nd

ida

te a

nticip

ate

s t

he

need

fo

r in

str

uctio

n b

efo

re t

he

lea

rne

r d

em

on

str

ate

s a

be

ha

vio

ral is

su

e in

an

oth

er

cla

ssro

om

or

sett

ing

.

As a

result o

f e

ffective

in

str

uctio

n

an

d p

ractice,

the lea

rne

r im

pro

ve

s

the

ir a

bili

ty t

o a

da

pt

to d

iffe

rent

en

vir

onm

en

ts.

Ca

nd

ida

te u

ses m

otiva

tio

nal an

d

instr

uctio

nal in

terv

en

tio

ns t

o tea

ch

le

arn

ers

with

exce

ptio

na

litie

s h

ow

to

a

da

pt to

th

e e

xp

ecta

tio

ns a

nd

d

em

an

ds o

f diffe

ren

t e

nvir

onm

en

ts

(e.g

., c

lassro

om

s,

rou

tin

es,

ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

) b

y t

ea

ch

ing

le

arn

ers

with

exce

ptio

na

litie

s th

e

exp

ecta

tio

ns o

f e

ach

le

arn

ing

e

nvir

onm

en

t, a

nd h

avin

g lea

rne

rs

mo

del a

nd

pra

ctice

ap

pro

pria

te

resp

on

ses to

th

e issue

(s)

in w

hic

h

the

le

arn

er

is h

avin

g d

ifficu

lty

ad

ap

tin

g. H

ow

eve

r, t

he

ca

nd

ida

te

co

ndu

cts

the

mo

delin

g a

nd p

ractice

in

resp

onse

to

the

le

arn

er

de

mon

str

ating

a b

eh

avio

ral is

su

e in

an

oth

er

cla

ssro

om

or

se

ttin

g.

Co

nse

qu

en

tly,

the le

arn

er

ma

y b

e

ab

le to

de

mon

str

ate

ho

w t

he

y w

ou

ld

ad

ap

t to

diffe

ren

t en

vir

onm

en

ts.

Ca

nd

ida

te in

effe

ctive

ly u

se

s

mo

tiva

tio

nal an

d in

str

uctio

nal

inte

rve

ntio

ns t

o te

ach

le

arn

ers

with

e

xce

ptio

nalit

ies h

ow

to

ad

ap

t to

th

e

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

).

Ca

nd

ida

te d

oes n

ot u

se

re

levan

t a

nd

en

ga

gin

g in

terv

en

tion

s th

at a

re

tailo

red

to

th

e e

xp

ecta

tio

ns in

wh

ich

th

e le

arn

er

is s

tru

gg

ling t

o a

dap

t.

Ca

nd

ida

te g

en

erically

dis

cu

sse

s w

ith

th

e le

arn

er

the

im

po

rtan

ce o

f a

da

ptin

g to

oth

er

en

vir

onm

en

ts,

and

h

as th

e le

arn

er

role

pla

y s

ce

na

rio

s.

As a

result,

the

lea

rne

r d

oes n

ot

imp

rove

th

eir a

bili

ty t

o a

da

pt

to

diffe

ren

t en

vir

onm

en

ts.

Ca

nd

ida

te d

oes n

ot te

ach

le

arn

ers

w

ith

exce

ptio

na

litie

s h

ow

to

ada

pt

to

the

exp

ecta

tio

ns a

nd

de

man

ds o

f d

iffe

ren

t en

vir

onm

en

ts (

e.g

.,

cla

ssro

om

s,

rou

tine

s, ca

fete

ria,

libra

ry,

pla

yg

roun

d, g

ym

). C

and

ida

te

tells

the

lea

rne

r o

f th

e im

po

rtan

ce

of

ad

ap

tin

g to

oth

er

en

vir

onm

en

ts.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

mo

del a

pp

rop

ria

te r

esp

onses o

r h

ave

le

arn

ers

eng

ag

e in

re

leva

nt

pra

ctice.

As a

result,

the

lea

rne

r d

oes n

ot

imp

rove

th

eir a

bili

ty t

o a

da

pt

to

diffe

ren

t en

vir

onm

en

ts,

an

d in

so

me

se

ttin

gs t

he le

arn

er’s a

bili

ty t

o a

da

pt

de

terio

rate

s.

93

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

cre

ate

s s

afe

an

d

inclu

siv

e lea

rnin

g

en

vir

on

men

ts b

y

sett

ing

b

eh

av

iora

l exp

ecta

tio

ns

fo

r le

arn

ers

wit

h

excep

tio

na

liti

es.

(CE

C 2

.1)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts

by in

clu

din

g le

arn

ers

with

e

xce

ptio

nalit

ies in

th

e d

esig

nin

g o

f o

bse

rva

ble

an

d p

ositiv

ely

sta

ted

b

eh

avio

ral e

xp

ecta

tio

ns.

Can

did

ate

in

clu

des c

on

text

for

the

beh

avio

ral

exp

ecta

tio

ns a

s n

ecessa

ry,

and

a

ssu

res t

ha

t th

e b

eha

vio

r e

xp

ecta

tio

n id

en

tifie

d b

y t

he

lea

rne

rs

be

ne

fits

th

eir

aca

dem

ic a

nd

socia

l n

ee

ds.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd a

nd

pic

ture

fo

rm fo

r th

ose

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ngu

ag

e

issu

es.

To

en

ha

nce

re

ten

tio

n, ca

nd

idate

has

lea

rners

mo

de

l th

e b

eh

avio

ral

exp

ecta

tio

ns.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts

by s

ett

ing

ob

se

rvab

le b

eh

avio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies th

at a

re s

tate

d

po

sitiv

ely

and

da

ta d

rive

n.

Can

did

ate

in

clu

des c

on

text

for

the

beh

avio

ral

exp

ecta

tio

ns a

s n

ecessa

ry.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd a

nd

pic

ture

fo

rm fo

r th

ose

wh

ose

prim

ary

la

ng

ua

ge

is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ngu

ag

e

issu

es.

To

en

ha

nce

re

ten

tio

n, ca

nd

idate

m

od

els

th

e b

eh

avio

ral e

xp

ecta

tio

ns.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

atte

mp

ts t

o

cre

ate

safe

an

d in

clu

siv

e lea

rnin

g

en

vir

onm

en

ts b

y s

ett

ing

be

ha

vio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Altho

ug

h t

he

e

xp

ecta

tio

ns a

re s

tate

d p

ositiv

ely

, th

e e

xp

ecta

tio

ns a

re n

ot o

bse

rva

ble

. C

an

did

ate

do

es n

ot in

clu

de

con

text

for

the b

eha

vio

ral e

xp

ecta

tio

ns.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd f

orm

, b

ut m

ay

no

t in

clu

de

pic

ture

fo

rm f

or

those

w

ho

se

prim

ary

la

ng

uag

e is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ng

ua

ge

issu

es.

Th

e c

an

did

ate

do

es n

ot

mod

el th

e

be

ha

vio

ral e

xp

ecta

tio

ns,

bu

t g

ive

s

ve

rba

l e

xa

mp

les.

Ca

nd

ida

te d

oes n

ot cre

ate

sa

fe a

nd

in

clu

siv

e le

arn

ing

en

viro

nm

en

ts b

y

se

ttin

g a

pp

rop

ria

te b

eh

avio

ral

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies.

Th

e c

and

ida

te

sta

tes t

he

exp

ecta

tio

ns n

eg

ative

ly,

an

d t

he

exp

ecta

tio

ns a

re n

ot

ob

se

rva

ble

. C

an

did

ate

do

es n

ot

inclu

de

con

text

for

the

be

ha

vio

ral

exp

ecta

tio

ns.

Ca

nd

ida

te p

osts

th

e b

eh

avio

r e

xp

ecta

tio

ns in

wo

rd f

orm

, b

ut d

oe

s

no

t in

clu

de

pic

ture

fo

rm f

or

those

w

ho

se

prim

ary

la

ng

uag

e is n

ot

En

glis

h o

r fo

r th

ose

wh

o h

ave

re

ad

ing

an

d la

ng

ua

ge

issu

es.

Th

e c

an

did

ate

doe

s n

ot m

ode

l th

e

be

ha

vio

ral e

xp

ecta

tio

ns o

r g

ive

ve

rba

l e

xa

mp

les.

Can

did

ate

cre

ate

s s

afe

le

arn

ing

en

vir

on

men

ts b

y

man

ag

ing

an

d

mo

dif

yin

g

beh

av

iora

l an

teced

en

ts.

(CE

C 2

.3)

Ca

nd

ida

te c

rea

tes s

afe

lea

rnin

g

en

vir

onm

en

ts b

y m

an

ag

ing

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ca

nd

ida

te e

ffective

ly a

nd

co

nsis

ten

tly s

ca

ns t

he

le

arn

ing

en

vir

onm

en

t a

s a

me

ans t

o

an

ticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

eff

ective

ly

uses p

reve

nta

tive

str

ate

gie

s s

uch

as

pro

xim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

use

s

lea

rner

pe

rfo

rma

nce

data

to

eff

ective

ly m

od

ify e

xis

ting

a

nte

ce

den

ts s

uch

as p

rom

pts

, m

ate

ria

ls, m

eth

od

s,

sea

tin

g

arr

an

gem

en

ts in

ord

er

to p

rom

ote

th

e d

esire

d b

eh

avio

ral r

esp

onse

.

Ca

nd

ida

te c

rea

tes s

afe

lea

rnin

g

en

vir

onm

en

ts b

y m

an

ag

ing

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ca

nd

ida

te e

ffective

ly a

nd

co

nsis

ten

tly s

ca

ns t

he

le

arn

ing

en

vir

onm

en

t a

s a

me

ans t

o

an

ticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

eff

ective

ly

uses p

reve

nta

tive

str

ate

gie

s s

uch

as

pro

xim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

m

od

ifie

s e

xis

ting

an

tece

de

nts

su

ch

a

s p

rom

pts

, m

ate

rials

, m

eth

ods,

se

atin

g a

rra

nge

me

nts

, to

pro

mo

te

the

desire

d b

eh

avio

ral re

sp

onse

. H

ow

eve

r, t

he

ca

nd

ida

te d

oe

s n

ot

use

le

arn

er

perf

orm

ance

da

ta to

d

rive

th

e m

od

ific

atio

ns.

As a

re

su

lt,

the

ca

ndid

ate

’s m

od

ific

atio

ns m

ay

no

t h

ave

th

e d

esir

ed

im

pa

ct

on

th

e

lea

rner’

s b

eha

vio

r.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by m

ana

gin

g

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

eff

ective

ly a

nd

con

sis

ten

tly s

ca

n t

he

lea

rnin

g e

nvir

onm

ent

as a

mea

ns to

a

nticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ad

ditio

nally

, th

e c

an

did

ate

in

effe

ctive

ly u

ses p

reve

nta

tive

str

ate

gie

s s

uch

as p

roxim

ity c

on

tro

l,

pre

fere

ntial se

atin

g, h

um

or,

and

re

mo

va

l o

f en

ticin

g o

bje

cts

to

cu

rtail

un

desir

ed

beh

avio

r.

When

ne

ce

ssa

ry,

the c

an

did

ate

m

od

ifie

s e

xis

ting

an

tece

de

nts

su

ch

a

s p

rom

pts

, m

ate

rials

, m

eth

ods,

se

atin

g a

rra

nge

me

nts

, to

pro

mo

te

the

desire

d b

eh

avio

ral re

sp

onse

. H

ow

eve

r, t

he

ca

nd

ida

te d

oe

s n

ot

use

le

arn

er

perf

orm

ance

da

ta to

d

rive

th

e m

od

ific

atio

ns.

As a

re

su

lt,

the

ca

ndid

ate

’s m

od

ific

atio

ns m

ay

no

t h

ave

th

e d

esir

ed

im

pa

ct

on

th

e

lea

rner’

s b

eha

vio

r.

Ca

nd

ida

te d

oes n

ot cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by m

ana

gin

g

an

tece

den

ts th

at tr

igg

er

ina

pp

rop

ria

te le

arn

er

be

ha

vio

r. T

he

ca

ndid

ate

fre

qu

ently h

as t

he

ir b

ack

to t

he

le

arn

ers

and

th

us d

oe

s n

ot

eff

ective

ly a

nd

con

sis

ten

tly s

ca

n t

he

lea

rnin

g e

nvir

onm

ent

as a

mea

n s

to

a

nticip

ate

un

wa

nte

d a

nte

ce

den

ts.

Ca

nd

ida

te d

oes n

ot m

ake

eff

ective

u

se

of

pre

ve

nta

tive

str

ate

gie

s s

uch

a

s p

roxim

ity c

on

tro

l, p

refe

ren

tia

l se

atin

g, h

um

or,

an

d r

em

ova

l of

en

ticin

g o

bje

cts

to

cu

rta

il u

nd

esir

ed

be

ha

vio

r.

Be

ca

use

th

e c

and

idate

do

es n

ot

eff

ective

ly s

ca

n th

e le

arn

ing

en

vir

onm

en

t, t

he

can

did

ate

is n

ot

aw

are

of

the

an

tece

de

nts

tha

t n

ee

d

mo

difie

d.

As a

resu

lt,

the

can

did

ate

sp

end

s m

ore

tim

e m

an

ag

ing

le

arn

er

be

ha

vio

r th

an p

rovid

ing

instr

uctio

n.

94

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

cre

ate

s s

afe

an

d

cu

ltu

rall

y

resp

on

siv

e

learn

ing

en

vir

on

men

ts b

y

dev

elo

pin

g a

nd

im

ple

men

tin

g a

s

yste

m o

f p

osit

ive a

nd

n

eg

ati

ve

co

nseq

uen

ces.

(CE

C 2

.3)

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

le

arn

ing

en

vir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

con

tinu

um

of

po

sitiv

e a

nd

neg

ative

con

seq

ue

nces

use

d t

o r

ein

forc

e a

pp

rop

ria

te le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ca

nd

ida

te u

ses c

on

se

que

nces t

hat

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

Ca

nd

ida

te is g

en

era

lly c

onsis

ten

t a

nd

fair

in

th

e d

eliv

ery

of

po

sitiv

e

an

d n

eg

ative

con

seq

uen

ces,

an

d

assu

res t

ha

t a

ll le

arn

ers

are

aw

are

o

f th

e r

easo

n th

e c

onse

qu

ence

is

be

ing p

rovid

ed

.

Ca

nd

ida

te im

ple

me

nts

a b

eh

avio

ral

syste

m t

hat

mo

ves f

rom

a s

ole

ly

tea

ch

er-

mo

nito

red

syste

m to

a

syste

m t

hat

enco

ura

ges lea

rne

rs

with

exce

ptio

na

litie

s to

self-m

on

ito

r th

eir

ow

n b

eh

avio

r. A

s a

re

su

lt,

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

take

mo

re a

cco

unta

bili

ty f

or

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

In c

olla

bo

ratio

n w

ith

th

e c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

cre

ate

s s

afe

le

arn

ing

en

vir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

con

tinu

um

of

po

sitiv

e a

nd

neg

ative

con

seq

ue

nces

use

d t

o r

ein

forc

e a

pp

rop

ria

te le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ca

nd

ida

te u

ses c

on

se

que

nces t

hat

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

Ca

nd

ida

te is g

en

era

lly c

onsis

ten

t a

nd

fair

in

th

e d

eliv

ery

of

po

sitiv

e

an

d n

eg

ative

con

seq

uen

ces,

an

d

assu

res t

ha

t a

ll le

arn

ers

are

aw

are

o

f th

e r

easo

n th

e c

onse

qu

ence

is

be

ing p

rovid

ed

. H

ow

eve

r, b

eca

use

the

ca

ndid

ate

im

ple

men

ts a

b

eh

avio

ral syste

m t

hat

is p

rim

ari

ly

tea

ch

er-

mo

nito

red

, le

arn

ers

with

e

xce

ptio

nalit

ies a

pp

ea

r to

vie

w t

he

p

ositiv

e a

nd

neg

ative

con

seq

ue

nces

as s

om

eth

ing

tha

t is

“do

ne

to

th

em

” in

ste

ad

of

reco

gn

izin

g th

eir

cho

ices

an

d b

eh

avio

ral re

sp

on

se

s a

re o

wn

ed

b

y t

hem

.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

lis

t o

f p

ositiv

e

an

d n

eg

ative

con

seq

uen

ces u

se

d to

re

info

rce

ap

pro

pri

ate

le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

id n

ot

co

nsid

er

ho

w t

he

co

nse

qu

ence

s

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

OR

Ca

nd

ida

te is u

sua

lly in

con

sis

ten

t in

th

e d

eliv

ery

of

po

sitiv

e a

nd

neg

ative

co

nse

que

nce

s, a

nd d

oes n

ot

info

rm

the

le

arn

ers

as t

o t

he r

easo

n th

e

co

nse

que

nce

is b

ein

g p

rovid

ed

. D

ue

to

th

e c

an

did

ate

’s in

co

nsis

ten

cy

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

vie

w t

he

deliv

ery

of

positiv

e a

nd

n

eg

ative

con

seq

uen

ces t

o b

e fa

ir,

an

d r

ece

ivin

g c

onse

que

nce

s is

ba

sed

on t

he

ca

nd

ida

te’s

“lik

e”

or

“dis

like

” o

f th

em

ra

the

r th

an

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

Ca

nd

ida

te a

ttem

pts

to

cre

ate

sa

fe

lea

rnin

g e

nvir

onm

ents

by d

eve

lop

ing

a

nd

im

ple

me

ntin

g a

lis

t o

f p

ositiv

e

an

d n

eg

ative

con

seq

uen

ces u

se

d to

re

info

rce

ap

pro

pri

ate

le

arn

er

be

ha

vio

r a

s w

ell

as r

ed

uce

beh

avio

r th

at

inte

rfe

res w

ith

le

arn

ing a

nd

n

eg

ative

ly im

pa

cts

so

cia

l in

tera

ctio

n.

Ho

we

ve

r, t

he

ca

nd

ida

te d

id n

ot

co

nsid

er

ho

w t

he

co

nse

qu

ence

s

alig

n w

ith

th

e le

arn

ers

’ in

tere

sts

, a

bili

ties,

an

d c

ultu

ral va

lues.

AN

D

Ca

nd

ida

te is u

sua

lly in

con

sis

ten

t in

th

e d

eliv

ery

of

po

sitiv

e a

nd

neg

ative

co

nse

que

nce

s, a

nd d

oes n

ot

info

rm

the

le

arn

ers

as t

o t

he r

easo

n th

e

co

nse

que

nce

is b

ein

g p

rovid

ed

. D

ue

to

th

e c

an

did

ate

’s in

co

nsis

ten

cy

lea

rners

with

exce

ptio

na

litie

s a

pp

ea

r to

vie

w t

he

deliv

ery

of

positiv

e a

nd

n

eg

ative

con

seq

uen

ces t

o b

e fa

ir,

an

d r

ece

ivin

g c

onse

que

nce

s is

ba

sed

on t

he

ca

nd

ida

te’s

“lik

e”

or

“dis

like

” o

f th

em

ra

the

r th

an

the

ir

ch

oic

es a

nd

beh

avio

ral re

sp

onse

s.

95

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Ca

nd

ida

te

inte

rve

ne

s s

afe

ly

an

d a

pp

rop

ria

tely

w

ith

stu

de

nts

wit

h

ex

ce

pti

on

aliti

es

in

c

ris

is.

(CE

C 2

.3)

Ca

nd

ida

te in

terv

ene

s s

afe

ly a

nd

a

pp

rop

ria

tely

with

stu

de

nts

with

e

xce

ptio

nalit

ies in

cri

sis

by f

ollo

win

g

the

sch

oo

l d

istr

ict’s c

risis

pla

n.

Ca

nd

ida

te c

an

art

icu

late

th

e

pro

ced

ure

s f

or

no

tify

ing

ap

pro

pri

ate

p

ers

on

nel o

f th

e c

risis

, th

e

inte

rve

ntio

n(s

) th

at

will

be

used

to

a

ssis

t th

e le

arn

er

in r

ega

inin

g c

on

tro

l,

an

d f

ollo

w-u

p p

roced

ure

s w

ith

th

e

stu

de

nt,

sch

oo

l p

ers

onn

el, a

nd

pa

ren

ts.

When

re

qu

ire

d, th

e c

and

ida

te

ind

epe

nde

ntly (

with

ove

rsig

ht b

y t

he

co

ope

ratin

g te

ach

er)

im

ple

men

ts th

e

cri

sis

pla

n c

alm

ly,

resp

onsiv

ely

, a

nd

a

ssu

res t

he

dig

nity o

f th

e le

arn

er

in

cri

sis

. C

an

did

ate

im

ple

men

ts th

e c

risis

p

lan

re

sultin

g in

the

lea

st a

mou

nt

of

inte

rrup

tion

s to

in

str

uctio

n o

f th

e

lea

rner

in c

risis

as w

ell

as o

ther

lea

rners

in

the

cla

ssro

om

.

Ca

nd

ida

te in

terv

ene

s s

afe

ly a

nd

a

pp

rop

ria

tely

with

stu

de

nts

with

e

xce

ptio

nalit

ies in

cri

sis

by

follo

win

g th

e s

cho

ol d

istr

ict’s c

risis

p

lan

. C

an

did

ate

ca

n a

rtic

ula

te th

e

pro

ced

ure

s f

or

no

tify

ing

a

pp

rop

ria

te p

ers

onn

el o

f th

e

cri

sis

, th

e in

terv

en

tion

(s)

tha

t w

ill

be

use

d to

assis

t th

e le

arn

er

in

reg

ain

ing c

on

tro

l, a

nd

follo

w-u

p

pro

ced

ure

s w

ith

th

e s

tud

ent,

scho

ol p

ers

on

ne

l, a

nd

pa

rents

.

When

re

qu

ire

d, th

e c

and

ida

te

assis

ts t

he

co

op

era

tin

g t

ea

ch

er

in

imp

lem

en

tin

g th

e c

risis

pla

n

ca

lmly

, re

sp

onsiv

ely

, a

nd

assure

s

the

dig

nity o

f th

e lea

rne

r in

crisis

. H

ow

eve

r, t

he

ca

nd

ida

te

imp

lem

en

ts t

he c

risis

pla

n in

a

ma

nne

r th

at

resu

lts in

a lo

ss o

f in

str

uctio

nal tim

e fo

r th

e le

arn

er

in

cri

sis

as w

ell

as o

the

r le

arn

ers

in

th

e c

lassro

om

. T

he

am

ou

nt o

f in

str

uctio

nal tim

e lost

ma

y o

r m

ay

no

t b

e w

arr

an

ted

.

Ca

nd

ida

te a

ttem

pts

to

in

terv

ene

sa

fely

an

d a

pp

rop

ria

tely

with

stu

de

nts

with

exce

ptio

na

litie

s in

cri

sis

by f

ollo

win

g t

he

sch

ool

dis

tric

t’s c

risis

pla

n.

Ho

we

ve

r, th

e

ca

ndid

ate

ca

nno

t a

rtic

ula

te t

he

co

mp

lete

se

t o

f p

roce

du

res fo

r n

otify

ing

app

rop

ria

te p

ers

on

nel o

f th

e c

risis

, th

e in

terv

ention

(s)

tha

t w

ill

be

use

d to

assis

t th

e le

arn

er

in

reg

ain

ing c

on

tro

l, a

nd

follo

w-u

p

pro

ced

ure

s w

ith

th

e s

tud

ent,

sch

ool

pe

rson

nel, a

nd

pa

ren

ts.

When

re

qu

ire

d, th

e c

and

ida

te

assis

ts t

he

co

op

era

tin

g t

ea

ch

er

in

imp

lem

en

tin

g th

e c

risis

pla

n in a

tim

ely

ma

nn

er,

bu

t th

e c

an

did

ate

a

pp

ea

rs u

nce

rta

in a

bo

ut

wh

at to

do

o

r a

llow

s e

mo

tio

ns t

o in

terf

ere

. C

on

se

qu

en

tly,

the c

an

did

ate

im

ple

me

nts

th

e c

risis

pla

n in

a

ma

nne

r th

at

resu

lts in

a s

ign

ific

an

t lo

ss o

f in

str

uction

al tim

e f

or

the

le

arn

er

in c

risis

as w

ell

as o

ther

lea

rners

in

the

cla

ssro

om

. T

he

am

oun

t o

f in

str

uction

al tim

e lost

wa

s

no

t n

ecessa

ry.

Ca

nd

ida

te d

oes n

ot

inte

rve

ne

sa

fely

a

nd

app

rop

ria

tely

with

stu

den

ts w

ith

e

xce

ptio

nalit

ies in

crisis

by f

ollo

win

g

the

sch

oo

l d

istr

ict’s c

risis

pla

n.

Sp

ecific

ally

, th

e c

an

did

ate

d

em

on

str

ate

s n

o a

wa

ren

ess th

at

a

cri

sis

pla

n e

xis

ts.

As a

result,

the

co

ope

ratin

g t

ea

ch

er

do

es n

ot a

llow

th

e c

an

did

ate

to

a

ssis

t in

im

ple

me

ntin

g th

e c

risis

pla

n

for

a le

arn

er

wh

o is in

cri

sis

.

96

DO

MA

IN 5

: PR

OFE

SSIO

NA

L D

ISPO

SIT

ION

S A

ND

CO

LL

AB

OR

AT

IVE

BE

HA

VIO

RS

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

p

racti

ces w

ith

in

the p

rofe

ssio

nal

eth

ics,

sta

nd

ard

s,

an

d

po

licie

s o

f C

EC

; u

ph

old

ing

law

s,

reg

ula

tio

ns,

an

d

po

licie

s t

hat

infl

uen

ce

pro

fessio

na

l p

racti

ce. (C

EC

6.1

)

Ca

nd

ida

te e

ffective

ly p

ractices w

ith

in

the

pro

fessio

na

l e

thic

s,

sta

nd

ard

s,

an

d p

olic

ies o

f C

EC

by u

pho

ldin

g

law

s,

reg

ula

tio

ns, a

nd

polic

ies th

at

influe

nce

the

edu

cation

and

tre

atm

en

t o

f le

arn

ers

with

exce

ptio

na

litie

s a

t lo

cal le

ve

l IE

P m

ee

tin

gs a

nd

pa

ren

t co

nfe

rence

s.

Ca

ndid

ate

is a

ctive

ly

invo

lve

d o

n t

he I

EP

tea

m, a

nd

wo

rks

with

th

e c

oo

pe

rating

tea

che

r to

a

ssu

re s

pecia

l e

du

catio

n s

erv

ice

s

an

d I

EP

pla

nn

ing

and

im

ple

men

tatio

n

are

with

in le

gal co

mplia

nce.

Ca

nd

ida

te a

dh

ere

s to

dis

tric

t po

licie

s

rela

ted

to

med

ica

tion

adm

inis

tra

tio

n,

su

sp

ensio

n/e

xp

uls

ion

, te

chn

olo

gy

use

, a

nd

ze

ro t

ole

rance

as it

ap

plie

s

to lea

rne

rs w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te e

ffective

ly p

ractices

with

in t

he

pro

fessio

na

l e

thic

s,

sta

nd

ard

s,

and

po

licie

s o

f C

EC

by

up

ho

ldin

g la

ws,

reg

ula

tion

s, an

d

po

licie

s t

ha

t in

flue

nce

the

e

du

ca

tion

of le

arn

ers

with

e

xce

ptio

nalit

ies a

t IE

P m

ee

ting

s

an

d p

are

nt-

teach

er

co

nfe

rence

s.

Ca

nd

ida

te r

eq

uests

to

att

end

IE

P

me

etin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s,

and

pro

vid

es

su

ppo

rt t

o t

he

coo

pe

ratin

g t

each

er

to a

ssu

re s

pe

cia

l e

duca

tio

n

se

rvic

es a

nd

IE

P p

lan

nin

g a

nd

imp

lem

en

tatio

n a

re w

ith

in leg

al

co

mp

lian

ce

.

Ca

nd

ida

te d

em

on

str

ate

s a

n

un

de

rsta

nd

ing

of h

ow

dis

tric

t p

olic

ies r

ela

ted

to

med

ica

tion

a

dm

inis

tra

tio

n,

su

sp

ensio

n/e

xp

uls

ion

, te

chn

olo

gy

use

, a

nd

ze

ro t

ole

rance

ap

ply

to

le

arn

ers

with

exce

ptio

na

litie

s.

Ca

nd

ida

te p

ractice

s w

ith

in t

he

pro

fessio

nal e

thic

s, sta

nd

ard

s, a

nd

p

olic

ies o

f C

EC

by u

pho

ldin

g la

ws

reg

ula

tion

s, a

nd

po

licie

s th

at

influe

nce

the

edu

cation

of le

arn

ers

w

ith

exce

ptio

na

litie

s a

t IE

P m

ee

tin

gs

an

d p

are

nt-

teach

er

co

nfe

rence

s.

When

re

qu

este

d b

y t

he c

oo

pera

tin

g

tea

ch

er,

th

e c

an

did

ate

atte

nds I

EP

m

ee

tin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s.

Th

e c

an

did

ate

is a

p

assiv

e p

art

icip

an

t p

rovid

ing

little

to

no

inp

ut.

Ca

nd

ida

te d

oes n

ot a

ppe

ar

to b

e

fam

ilia

r w

ith

th

e c

on

ten

ts o

f th

e

dis

tric

t p

olic

ies r

ela

ted

to

me

dic

atio

n

ad

min

istr

atio

n, susp

en

sio

n a

nd

e

xp

uls

ion

, te

ch

nolo

gy u

se

, and

ze

ro

tole

ran

ce a

s it

ap

plie

s t

o le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te d

oes n

ot p

ractice

with

in

the

pro

fessio

na

l p

olic

ies o

f C

EC

by

up

ho

ldin

g la

ws,

reg

ula

tion

s, an

d

po

licie

s t

ha

t in

flue

nce

the

educa

tio

n

of

lea

rne

rs w

ith

exce

ptio

na

litie

s a

t IE

P m

eetin

gs a

nd

pa

ren

t co

nfe

rence

s. W

hen

req

ueste

d b

y

the

co

ope

ratin

g te

ach

er,

th

e

ca

ndid

ate

doe

s n

ot a

tte

nd

IE

P

me

etin

gs a

nd

pa

ren

t-te

ach

er

co

nfe

rence

s.

Ca

nd

ida

te d

oes n

ot a

ppe

ar

to k

no

w

ho

w d

istr

ict

po

licie

s r

ela

ted

to

m

ed

ica

tio

n a

dm

inis

tration

, su

sp

ensio

n a

nd

exp

uls

ion

, te

chn

olo

gy u

se,

and

ze

ro t

ole

ran

ce

ap

ply

to

le

arn

ers

with

e

xce

ptio

nalit

ies.

97

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

D

oes N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

d

em

on

str

ate

s t

he

belief

that

all

ch

ild

ren

can

le

arn

reg

ard

less

of

cu

ltu

re,

lan

gu

ag

e, an

d

backg

rou

nd

. (C

EC

6.1

)

Ca

nd

ida

te d

em

on

str

ate

s t

he

be

lief

tha

t all

ch

ildre

n c

an

le

arn

by c

rea

ting

a

nd

ma

inta

inin

g c

ha

llen

gin

g

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies to

de

velo

p th

e

hig

hest p

ossib

le le

arn

ing o

utc

om

es

an

d q

ua

lity o

f lif

e p

ote

ntial in

wa

ys

tha

t re

sp

ect

the

ir d

ign

ity, cu

ltu

re,

lan

gua

ge

, a

nd

backg

rou

nd

.

Ca

nd

ida

te e

nco

ura

ge

s le

arn

ers

to

se

t le

arn

ing

go

als

fo

r th

em

se

lve

s.

Ca

nd

ida

te d

em

on

str

ate

s t

he

be

lief

tha

t all

ch

ildre

n c

an

le

arn

by c

rea

ting

a

nd

ma

inta

inin

g c

ha

llen

gin

g

exp

ecta

tio

ns f

or

lea

rne

rs w

ith

e

xce

ptio

nalit

ies to

de

velo

p th

e

hig

hest p

ossib

le le

arn

ing o

utc

om

es

an

d q

ua

lity o

f lif

e p

ote

ntial in

wa

ys

tha

t re

sp

ect

the

ir d

ign

ity, cu

ltu

re,

lan

gua

ge

, a

nd

backg

rou

nd

.

Ca

nd

ida

te c

rea

tes a

nd

main

tain

s

exp

ecta

tio

ns t

ha

t a

re c

om

me

nsu

rate

w

ith

th

e lea

rne

rs’ ab

ilitie

s.

Ca

nd

ida

te d

em

on

str

ate

s t

ha

t a

ll ch

ildre

n c

an

lea

rn b

y c

rea

tin

g a

nd

m

ain

tain

ing e

xp

ecta

tio

ns f

or

lea

rne

rs

with

exce

ptio

na

litie

s.

Ho

we

ve

r, t

he

ca

ndid

ate

cre

ate

s a

nd

ma

inta

ins

exp

ecta

tio

ns t

ha

t do

not

cha

llen

ge

th

e le

arn

er.

OR

Ca

nd

ida

te s

ets

exp

ecta

tio

ns th

at

dis

resp

ect

the

le

arn

ers

’ d

ign

ity,

cu

ltu

re, la

ngu

age

, a

nd

backg

rou

nd

.

Ca

nd

ida

te d

em

on

str

ate

s t

ha

t a

ll ch

ildre

n c

an

lea

rn b

y c

rea

tin

g a

nd

m

ain

tain

ing e

xp

ecta

tio

ns f

or

lea

rne

rs

with

exce

ptio

na

litie

s.

Ho

we

ve

r, t

he

ca

ndid

ate

cre

ate

s a

nd

ma

inta

ins

exp

ecta

tio

ns t

ha

t do

not

cha

llen

ge

th

e le

arn

er.

AN

D

Ca

nd

ida

te s

ets

exp

ecta

tio

ns th

at

dis

resp

ect

the

le

arn

ers

’ d

ign

ity,

cu

ltu

re, la

ngu

age

, a

nd

backg

rou

nd

.

Can

did

ate

d

em

on

str

ate

s

eff

ecti

ve o

ral

co

mm

un

icati

on

w

ith

fam

ilie

s a

nd

p

rofe

ssio

na

ls.

(CE

C 6

.1)

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

o

ral co

mm

unic

ation

with

lea

rne

rs,

fam

ilies a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

use

s

gra

mm

atically

co

rre

ct la

ng

uage

, d

em

on

str

ate

s a

po

sitiv

e t

on

e w

he

n

sp

eakin

g a

nd

assure

s th

at n

on-

ve

rba

l sig

na

ls s

uch

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

a

lign

with

th

e c

onte

nts

an

d

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te s

pea

ks a

t a

vo

cab

ula

ry

leve

l th

at

is a

pp

rop

ria

te t

o th

e ta

rge

t a

ud

ien

ce

. In

ad

ditio

n,

the

ca

ndid

ate

u

ses n

on

-lab

elin

g la

ngu

age

wh

en

sp

eakin

g a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies.

When

in

tera

ctin

g w

ith

fa

mili

es a

nd

p

rofe

ssio

nals

, th

e c

and

ida

te u

se

s

the

pre

ferr

ed

ve

rba

l m

eth

ods (

e.g

.,

face

-to

-face

, S

kyp

e,

ph

one

call)

an

d

tim

es o

f com

mu

nic

atio

n.

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

o

ral co

mm

unic

ation

with

lea

rne

rs,

fam

ilies a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

use

s

gra

mm

atically

co

rre

ct la

ng

uage

, d

em

on

str

ate

s a

po

sitiv

e t

on

e w

he

n

sp

eakin

g a

nd

assure

s th

at n

on-

ve

rba

l sig

na

ls s

uch

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

a

lign

with

th

e c

onte

nts

an

d

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te s

pea

ks a

t a

vo

cab

ula

ry

leve

l th

at

is a

pp

rop

ria

te t

o th

e ta

rge

t a

ud

ien

ce

. In

ad

ditio

n,

the

ca

ndid

ate

u

ses n

on

-lab

elin

g la

ngu

age

wh

en

sp

eakin

g a

bo

ut le

arn

ers

with

e

xce

ptio

nalit

ies.

When

in

tera

ctin

g w

ith

fa

mili

es a

nd

p

rofe

ssio

nals

, th

e c

and

ida

te d

oe

s

no

t te

nd

to

use

the

pre

ferr

ed v

erb

al

me

tho

ds (

e.g

., f

ace

-to

-fa

ce

, S

kyp

e,

ph

on

e c

all)

or

tim

es o

f co

mm

unic

ation

.

Ca

nd

ida

te d

em

on

str

ate

s o

ral

co

mm

unic

ation

skill

s w

ith

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mm

unic

ating

ide

as h

one

stly a

nd

co

nfid

entially

. C

an

did

ate

sp

eaks a

t a

vo

ca

bu

lary

le

ve

l th

at is

ap

pro

pri

ate

to

th

e ta

rge

t a

ud

ien

ce.

Ho

we

ve

r, t

he

ca

ndid

ate

use

s la

be

ling

lan

guag

e.

Ca

nd

ida

te a

t tim

es m

ay d

em

on

str

ate

a

con

descen

din

g t

on

e,

gra

mm

atically

inco

rrect

lan

gu

ag

e,

or

no

n-v

erb

al sig

nals

such

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

th

at

do

no

t a

lign

with

th

e c

on

ten

ts a

nd

sig

nific

ance

of

the

me

ssa

ge.

Ca

nd

ida

te d

em

on

str

ate

s o

ral

co

mm

unic

ation

skill

s w

ith

le

arn

ers

, fa

mili

es,

an

d p

rofe

ssio

nals

by

go

ssip

ing

or

sh

ari

ng

in

form

ation

in

a

se

ttin

g o

r situ

atio

n w

he

re

co

nfid

entialit

y is n

ot m

ain

tain

ed

. C

an

did

ate

do

es n

ot con

sid

er

the

vo

ca

bu

lary

le

ve

l o

f th

e t

arg

et

au

die

nce

wh

en

spe

akin

g a

nd

uses

lab

elin

g lan

gu

ag

e.

Ca

nd

ida

te c

onsis

ten

tly d

em

onstr

ate

s

a c

on

descen

din

g t

on

e,

gra

mm

atically

inco

rrect

lan

gu

ag

e,

or

no

n-v

erb

al sig

nals

such

as fa

cia

l e

xp

ressio

ns a

nd

bo

dy la

ng

uage

th

at

do

no

t a

lign

with

th

e c

on

ten

ts a

nd

sig

nific

ance

of

the

me

ssa

ge.

98

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

d

em

on

str

ate

s

eff

ecti

ve w

ritt

en

co

mm

un

icati

on

w

ith

learn

ers

, fa

milie

s a

nd

p

rofe

ssio

na

ls.

(CE

C 6

.1)

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

w

ritt

en

com

mun

ica

tio

n w

ith

learn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y u

sin

g

gra

mm

atically

an

d m

ech

an

ica

lly

co

rrect

lan

gua

ge

. C

an

did

ate

wri

tes

co

mm

unic

ation

ite

ms in

an

o

rga

niz

ed

, cle

ar,

an

d s

uccin

ct

ma

nne

r a

t a

vo

cab

ula

ry le

ve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

. In

ad

ditio

n,

the

ca

ndid

ate

uses n

on

- la

belin

g lan

gu

ag

e w

he

n r

efe

rrin

g t

o

lea

rners

with

exce

ptio

na

litie

s.

When

usin

g w

ritt

en

com

mun

ica

tio

n

with

fa

mili

es a

nd

pro

fessio

na

ls,

the

ca

ndid

ate

use

s t

he

pre

ferr

ed

wri

tte

n

co

mm

unic

ation

me

thod

s (

lett

ers

, e

- m

ails

, te

xts

).

Ca

nd

ida

te d

em

on

str

ate

s e

ffe

ctive

w

ritt

en

com

mun

ica

tio

n w

ith

learn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y u

sin

g

gra

mm

atically

an

d m

ech

an

ica

lly

co

rrect

lan

gua

ge

. C

an

did

ate

wri

tes

co

mm

unic

ation

ite

ms in

an

o

rga

niz

ed

, cle

ar,

an

d s

uccin

ct

ma

nne

r a

t a

vo

cab

ula

ry le

ve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

. In

ad

ditio

n,

the

ca

ndid

ate

uses n

on

- la

belin

g lan

gu

ag

e w

he

n r

efe

rrin

g t

o

lea

rners

with

exce

ptio

na

litie

s.

When

usin

g w

ritt

en

com

mun

ica

tio

n

with

fa

mili

es a

nd

pro

fessio

na

ls,

the

ca

ndid

ate

doe

s n

ot

ten

d to

use

th

e

pre

ferr

ed

wri

tte

n c

om

mu

nic

atio

n

me

tho

ds (

lette

rs, e

-ma

ils,

texts

).

Ca

nd

ida

te u

ses a

me

tho

d th

at is

m

ost con

ve

nie

nt.

Ca

nd

ida

te d

em

on

str

ate

s w

ritt

en

co

mm

unic

ation

with

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mp

osin

g w

ritt

en

com

mu

nic

atio

ns

tha

t co

nta

in g

ram

ma

tica

lly a

nd

me

ch

an

ically

co

rre

ct la

ng

uag

e.

In

ad

ditio

n, th

e c

an

did

ate

uses lab

elin

g

lan

gua

ge

wh

en

re

ferr

ing

to

learn

ers

w

ith

exce

ptio

na

litie

s.

OR

Ca

nd

ida

te w

rite

s c

om

mu

nic

atio

n

ite

ms t

ha

t la

ck o

rga

niz

atio

n, cla

rity

, a

nd

are

not

at a

vo

cab

ula

ry leve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

.

Ca

nd

ida

te d

em

on

str

ate

s w

ritt

en

co

mm

unic

ation

with

le

arn

ers

, fa

mili

es a

nd

pro

fessio

na

ls b

y

co

mp

osin

g w

ritt

en

com

mu

nic

atio

ns

tha

t co

nta

in g

ram

ma

tica

lly a

nd

me

ch

an

ically

co

rre

ct la

ng

uag

e.

In

ad

ditio

n, th

e c

an

did

ate

uses lab

elin

g

lan

gua

ge

wh

en

re

ferr

ing

to

learn

ers

w

ith

exce

ptio

na

litie

s.

AN

D

Ca

nd

ida

te w

rite

s c

om

mu

nic

atio

n

ite

ms t

ha

t la

ck o

rga

niz

atio

n, cla

rity

, a

nd

are

not

at a

vo

cab

ula

ry leve

l a

pp

rop

ria

te t

o th

e ta

rge

t a

udie

nce

.

Can

did

ate

d

em

on

str

ate

s

pro

fes

sio

na

lism

. (C

EC

6.1

)

Ca

nd

ida

te d

em

on

str

ate

s

pro

fessio

nalis

m b

y b

ein

g o

n-t

ime

, o

rga

niz

ed

, a

nd

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or

by th

e d

ue

da

te.

Ca

nd

ida

te p

ositiv

ely

resp

on

ds to

ch

ang

es in

th

e s

ch

ed

ule

an

d

assig

ned

resp

on

sib

ilities.

Ca

nd

ida

te is w

ell

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ca

nd

ida

te d

resses in a

ma

nner

tha

t is

no

t dis

tractin

g to

the

lea

rne

rs

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s

pro

fessio

nalis

m b

y u

su

ally

bein

g o

n-

tim

e, o

rga

niz

ed

, a

nd s

ub

mitting

wo

rk

to c

oo

pe

rating

tea

che

r a

nd

univ

ers

ity

su

pe

rvis

or

by th

e d

ue

da

te. If

an

e

xte

nsio

n is n

ee

ded

or

the

ca

nd

ida

te

will

be

late

, th

e c

an

did

ate

co

mm

unic

ate

s w

ith

bo

th t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or

prio

r to

the

assig

nm

en

t b

ein

g d

ue o

r p

rio

r to

bein

g la

te t

o

cla

ss.

Ca

nd

ida

te p

ositiv

ely

re

sp

on

ds

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities.

Ca

nd

ida

te is w

ell

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ca

nd

ida

te d

resses in a

ma

nner

tha

t is

no

t dis

tractin

g to

the

lea

rne

rs

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s issu

es w

ith

p

rofe

ssio

nalis

m b

y b

ein

g la

te to

cla

ss o

r la

te in

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er.

If

an e

xte

nsio

n

is n

ee

ded

or

the

ca

nd

idate

will

be

la

te, th

e c

and

ida

te c

om

mun

icate

s

with

bo

th t

he

co

op

era

tin

g t

ea

ch

er

an

d u

niv

ers

ity s

upe

rvis

or

on

the

da

y

the

assig

nm

en

t is

du

e o

r a

fte

r b

ein

g

late

to

cla

ss.

OR

Ca

nd

ida

te in

app

rop

ria

tely

re

spo

nd

s

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities b

y

co

mp

lain

ing

to o

the

r can

did

ate

s

with

in t

he

sch

oo

l.

OR

Ca

nd

ida

te is w

ell-

gro

om

ed

and

d

resse

s in

acco

rdan

ce

with

the

scho

ol a

nd

un

ive

rsity p

olic

ies.

Ho

we

ve

r, t

he

ca

nd

ida

te d

resse

s in

a

ma

nne

r th

at

is d

istr

actin

g to

the

le

arn

ers

with

in t

he

cla

ssro

om

.

Ca

nd

ida

te d

em

on

str

ate

s issu

es w

ith

p

rofe

ssio

nalis

m b

y b

ein

g la

te to

cla

ss o

r la

te in

su

bm

ittin

g w

ork

to

co

ope

ratin

g te

ach

er.

Can

did

ate

d

oe

s n

ot e

xp

lain

the

re

aso

n f

or

be

ing la

te o

r su

bm

ittin

g a

n

assig

nm

en

t la

te.

OR

Ca

nd

ida

te in

app

rop

ria

tely

re

spo

nd

s

to c

ha

nge

s in

the

sch

ed

ule

and

a

ssig

ned

resp

on

sib

ilities b

y

co

mp

lain

ing

to o

the

r can

did

ate

s,

pro

fessio

nals

, a

nd

un

ive

rsity fa

cu

lty

with

in t

he

sch

oo

l.

OR

Ca

nd

ida

te d

resses in a

cco

rdan

ce

w

ith

th

e s

ch

oo

l an

d u

niv

ers

ity

po

licie

s.

Ho

we

ve

r, t

he

can

did

ate

is

no

t w

ell

gro

om

ed

.

99

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

seek

s

an

d a

cc

ep

ts

assis

tan

ce a

nd

fe

ed

back.

(CE

C 6

.1)

Ca

nd

ida

te a

ctively

se

eks a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

fr

om

qu

alif

ied

pro

fessio

na

ls w

ho

in

tera

ct

or

sup

erv

ise

the

can

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

positiv

ely

acce

pts

the

fe

ed

ba

ck a

nd

atte

mpts

to

im

ple

me

nt

the

fee

db

ack in

a s

ub

se

que

nt cla

ss

pe

rio

d.

Ca

nd

idate

co

llects

da

ta o

n

the

fee

db

ack s

ug

gestio

ns to

su

pp

ort

co

ntin

ued

use

of

the s

tra

tegie

s o

r a

ga

in s

ee

ks a

ssis

tan

ce a

nd

m

ake

s a

dju

stm

en

ts.

Ca

nd

ida

te a

ctively

se

eks a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

fr

om

qu

alif

ied

pro

fessio

na

ls w

ho

in

tera

ct

or

sup

erv

ise

the

can

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

positiv

ely

acce

pts

the

fe

ed

ba

ck a

nd

atte

mpts

to

im

ple

me

nt

the

fee

db

ack in

a s

ub

se

que

nt cla

ss

pe

rio

d.

Ho

we

ve

r, t

he

ca

ndid

ate

do

es

no

t co

llect d

ata

on

th

e fe

edb

ack

su

gge

stio

ns.

Ca

nd

ida

te d

oes n

ot see

k a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

, b

ut

wa

its u

ntil a

pp

roach

ed

by a

q

ua

lifie

d p

rofe

ssio

na

l w

ho

in

tera

cts

o

r sup

erv

ises th

e c

an

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

ackno

wle

dg

es t

he

fee

dba

ck b

ut th

e c

an

did

ate

ma

y o

r m

ay n

ot a

ttem

pt to

im

ple

me

nt th

e

fee

dba

ck.

Ca

nd

ida

te d

oes n

ot see

k a

ssis

tan

ce

a

nd

fee

dba

ck o

n h

is/h

er

instr

uction

al

pla

nnin

g a

nd instr

uction

al d

eliv

ery

, b

ut

wa

its u

ntil a

pp

roach

ed

by a

q

ua

lifie

d p

rofe

ssio

na

l w

ho

in

tera

cts

o

r sup

erv

ises th

e c

an

did

ate

.

When

fe

edb

ack is p

rovid

ed

, th

e

ca

ndid

ate

becom

es d

efe

nsiv

e a

nd

m

ake

s e

xcu

se

s fo

r w

hy t

he

fee

db

ack

will

no

t w

ork

.

Can

did

ate

us

es

the e

vo

luti

on

of

ph

ilo

so

ph

ies,

theo

ries,

pra

cti

ces a

nd

p

olicie

s t

o in

form

te

ach

er

pra

cti

ce.

(CE

C 6

.2)

Ca

nd

ida

te u

ses t

he

evo

lution

of

ph

ilosop

hie

s,

the

orie

s,

pra

ctice

s a

nd

p

olic

ies t

o in

form

te

ach

er

pra

ctice

by

be

ing a

bre

ast o

f cu

rren

t is

su

es a

nd

tr

en

ds a

cq

uire

d f

rom

th

e lite

ratu

re

an

d p

rofe

ssio

nal d

eve

lopm

en

t o

pp

ort

un

itie

s (

wo

rksh

op

s a

nd

co

nfe

rence

s).

Ba

se

d o

n th

e c

ha

ng

es in

pra

ctices

an

d p

olic

ies,

the

ca

ndid

ate

tries n

ew

id

eas t

o im

pro

ve

the

qua

lity o

f a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

with

g

uid

an

ce

fro

m t

he

co

op

era

ting

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te u

ses t

he

evo

lution

of

ph

ilosop

hie

s,

the

orie

s,

pra

ctice

s a

nd

p

olic

ies t

o in

form

te

ach

er

pra

ctice

by

be

ing a

bre

ast o

f cu

rren

t is

su

es a

nd

tr

en

ds b

ase

d o

n e

xp

eri

en

ces in

u

niv

ers

ity c

ou

rses a

nd

in

tera

ctio

ns

with

pro

fessio

na

ls w

ith

in th

e s

ch

ool.

Ba

se

d o

n th

e c

ha

ng

es in

pra

ctices

an

d p

olic

ies,

the

ca

ndid

ate

tries n

ew

id

eas t

o im

pro

ve

the

qua

lity o

f a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

with

a

ssis

tan

ce

fro

m t

he

co

op

era

ting

te

ach

er

or

un

ive

rsity s

up

erv

isor.

Ca

nd

ida

te c

an

art

icu

late

th

e

sig

nific

an

t cha

nge

s in

ph

ilosoph

ies,

the

orie

s, p

ractice

s a

nd p

olic

ies a

nd

h

ow

th

e c

ha

ng

es in

form

tea

che

r p

ractice,

bu

t th

e c

an

did

ate

la

cks th

e

se

lf-c

onfid

en

ce

to

alte

r th

eir

a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

meth

ods

with

ou

t sig

nific

an

t su

ppo

rt f

rom

th

e

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te c

ann

ot

art

icu

late

the

sig

nific

an

t cha

nge

s in

ph

ilosoph

ies,

the

orie

s, p

ractice

s a

nd p

olic

ies a

nd

h

ow

th

e c

ha

ng

es in

form

tea

che

r p

ractice.

Co

nse

que

ntly,

the

ca

ndid

ate

doe

s n

ot a

lte

r th

eir

a

sse

ssm

en

t, p

lann

ing

, in

str

uctio

n,

an

d b

eh

avio

r m

an

ag

em

ent

meth

ods.

Can

did

ate

s

yste

mati

call

y

refl

ects

on

h

is/h

er

pra

cti

ce

to im

pro

ve t

heir

p

racti

ce. (C

EC

6.4

)

Ca

nd

ida

te s

yste

ma

tically

re

flects

on

th

eir

pra

ctice

by r

egu

larly r

eflecting

o

n a

nd

adju

sting

th

eir

pra

ctice

by

ide

ntify

ing

pe

da

go

gic

al an

d

cu

rric

ula

r str

en

gth

s a

nd

ne

ed

s.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back f

rom

m

ultip

le s

ou

rce

s s

uch

as

ob

se

rva

tio

ns b

y t

he

co

op

era

ting

te

ach

er,

un

ive

rsity s

up

erv

isor,

stu

de

nt

pe

rfo

rma

nce

da

ta, a

nd

pro

fessio

nal lit

era

ture

.

Ca

nd

ida

te m

ake

s a

dju

stm

ents

in

th

eir

pra

ctice

tha

t p

ositiv

ely

im

pa

cts

th

e le

arn

ing

of

stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te s

yste

ma

tically

re

flects

on

th

eir

pra

ctice

by r

egu

larly r

eflecting

o

n a

nd

adju

sting

th

eir

pra

ctice

by

ide

ntify

ing

pe

da

go

gic

al an

d

cu

rric

ula

r str

en

gth

s a

nd

ne

ed

s.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back p

rim

ari

ly

fro

m o

bse

rva

tio

ns b

y t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or.

Can

did

ate

pro

vid

es

stu

de

nt

pe

rfo

rma

nce

da

ta to

su

pp

ort

im

pact o

n le

arn

ing

. C

an

did

ate

make

s a

dju

stm

ents

in

th

eir

pra

ctice

tha

t p

ositiv

ely

im

pa

cts

th

e le

arn

ing

of

stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ca

nd

ida

te r

eflects

on

an

d a

dju

sts

th

eir

pra

ctice

wh

en

bein

g e

va

lua

ted

b

y a

co

op

era

tin

g t

each

er

or

un

ive

rsity s

upe

rvis

or.

Ca

ndid

ate

can

lis

t th

eir

ped

ag

og

ica

l str

en

gth

s a

nd

n

ee

ds w

ith

pro

mp

tin

g.

Ca

nd

ida

te s

upp

ort

s a

dju

stm

ents

to

th

eir

pra

ctice

with

fe

ed

back p

rim

ari

ly

fro

m o

bse

rva

tio

ns b

y t

he

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity

su

pe

rvis

or.

Ca

nd

ida

te d

oes n

ot p

rovid

e s

tud

en

t p

erf

orm

ance

da

ta, so

it

is n

ot e

vid

en

t w

he

the

r th

e a

dju

stm

en

ts p

ositiv

ely

im

pacts

th

e lea

rnin

g o

f stu

de

nts

with

e

xce

ptio

nalit

ies.

Ca

nd

ida

te r

eflects

on

th

eir p

ractice

w

he

n b

ein

g e

va

luate

d b

y a

co

ope

ratin

g te

ach

er

or

univ

ers

ity

su

pe

rvis

or.

Can

did

ate

can

lis

t th

eir

p

ed

ago

gic

al str

en

gth

s a

nd

nee

ds

with

pro

mp

tin

g.

Ho

we

ve

r, t

he

ca

nd

ida

te d

oe

s n

ot

ma

ke

an

eff

ort

to

make

ad

justm

en

ts

to t

heir

pra

ctice

.

100

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

u

nd

ers

tan

ds t

he

sig

nif

ican

ce o

f life

lon

g lea

rnin

g.

(CE

C 6

.4)

Ca

nd

ida

te u

nd

ers

tan

ds t

he

im

po

rta

nce

of

bein

g a

life

lon

g le

arn

er

by r

eg

ula

rly r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

base

d o

n

fee

dba

ck f

rom

co

ope

ratin

g te

ach

er

an

d u

niv

ers

ity s

upe

rvis

or

as w

ell

as

lea

rner

pe

rfo

rma

nce

da

ta.

Ca

nd

ida

te d

eve

lops, im

ple

men

ts,

an

d m

on

ito

rs a

pe

rson

aliz

ed

p

rofe

ssio

nal p

lan

to

set

goa

ls fo

r im

pro

vin

g t

he

ir p

ractice

.

Ca

nd

ida

te k

eep

s a

bre

ast

of

curr

en

t e

vid

en

ce

-base

d p

ractice

s t

hro

ug

h

the

re

ad

ing

of p

rofe

ssio

na

l lit

era

ture

. In

ad

ditio

n,

the

ca

ndid

ate

ve

rba

lize

s

the

desire

to

pu

rsu

e a

n a

dvance

d

de

gre

e.

Ca

nd

ida

te u

nd

ers

tan

ds t

he

im

po

rta

nce

of

bein

g a

life

lon

g le

arn

er

by r

eg

ula

rly r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

base

d o

n

fee

dba

ck f

rom

the

co

op

era

tin

g

tea

ch

er

an

d u

niv

ers

ity s

up

erv

iso

r.

Ca

nd

ida

te d

eve

lops a

nd

im

ple

me

nts

a

pe

rso

naliz

ed

pro

fessio

na

l pla

n t

o

se

t go

als

fo

r im

pro

vin

g t

heir

pra

ctice

.

Ca

nd

ida

te k

eep

s a

bre

ast

of

curr

en

t e

vid

en

ce

-base

d p

ractice

s t

hro

ug

h

the

re

ad

ing

of p

rofe

ssio

na

l lit

era

ture

.

Ca

nd

ida

te a

rtic

ula

tes t

he

im

po

rta

nce

of

bein

g a

life

lon

g

lea

rner,

but

doe

s n

ot

de

mo

nstr

ate

b

eh

avio

rs a

sso

cia

ted w

ith

a life

lon

g

lea

rner

by r

efle

ctin

g o

n a

nd

a

dju

sting

the

ir p

ractice

wh

en

be

ing

e

va

lua

ted

by a

co

op

era

tin

g tea

ch

er

or

un

ive

rsity s

up

erv

iso

r.

Ca

nd

ida

te d

eve

lops a

pe

rso

naliz

ed

p

rofe

ssio

nal p

lan

to

set

goa

ls fo

r im

pro

vin

g t

he

ir p

ractice

, bu

t do

es n

ot

imp

lem

en

t th

e p

lan

.

Ca

nd

ida

te d

oes n

ot kee

p a

bre

ast

of

cu

rre

nt

evid

en

ce

-base

d p

ractice

s

thro

ugh

the

re

ad

ing o

f p

rofe

ssio

na

l lit

era

ture

or

an

y o

the

r m

eth

od

.

Ca

nd

ida

te a

rtic

ula

tes t

he

im

port

an

ce

o

f b

ein

g a

life

lon

g le

arn

er,

bu

t d

oe

s

no

t d

em

on

str

ate

be

ha

vio

rs

asso

cia

ted w

ith

a life

lon

g le

arn

er

by

reflecting

on t

heir

pra

ctice

wh

en

b

ein

g e

va

lua

ted b

y a

co

ope

ratin

g

tea

ch

er

or

un

ive

rsity s

up

erv

isor.

Th

e

ca

ndid

ate

doe

s n

ot m

ake

ap

pro

pri

ate

a

dju

stm

en

ts t

o th

eir p

ractice

.

Ca

nd

ida

te s

tart

s t

o d

eve

lop

a

pe

rson

aliz

ed

pro

fessio

na

l p

lan t

o s

et

go

als

fo

r im

pro

vin

g th

eir

pra

ctice

, bu

t d

oe

s n

ot com

ple

te th

e d

eve

lopm

en

t o

f th

e p

lan

.

Ca

nd

ida

te d

oes n

ot kee

p a

bre

ast

of

cu

rre

nt

evid

en

ce

-base

d p

ractice

s

thro

ugh

the

re

ad

ing o

f p

rofe

ssio

na

l lit

era

ture

or

an

y o

the

r m

eth

od

.

Can

did

ate

p

art

icip

ate

s in

p

rofe

ssio

na

l acti

vit

ies a

nd

le

arn

ing

co

mm

un

itie

s.

(CE

C 6

.4)

Ca

nd

ida

te p

art

icip

ate

s in

pro

fessio

nal activitie

s a

nd

le

arn

ing

co

mm

unitie

s b

y a

tte

nd

ing a

nd

pa

rtic

ipating

in u

niv

ers

ity s

em

ina

rs,

scho

ol in

-se

rvic

es o

r lo

ca

l w

ork

sh

op

s,

and

is a

mem

be

r of

the

C

ou

ncil

for

Exce

ptio

na

l C

hild

ren

.

With

th

e c

oo

pe

ratin

g te

ach

er’s

ap

pro

va

l, t

he

can

did

ate

is in

a

tte

nda

nce

an

d p

rovid

es

co

ntr

ibu

tio

ns a

t IE

P m

ee

tin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in p

rofe

ssio

nal

activitie

s a

nd le

arn

ing

co

mm

un

itie

s

by a

tte

ndin

g a

nd

pa

rtic

ipa

tin

g in

u

niv

ers

ity s

em

ina

rs a

nd

sch

ool in

-se

rvic

es o

r lo

ca

l w

ork

sh

ops.

With

th

e c

oo

pe

ratin

g te

ach

er’s

ap

pro

va

l, t

he

can

did

ate

is in

a

tte

nda

nce

at IE

P m

ee

tin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in

pro

fessio

nal activitie

s a

nd

le

arn

ing

co

mm

unitie

s b

y a

tte

nd

ing a

nd

pa

rtic

ipating

in u

niv

ers

ity s

em

ina

rs

an

d s

cho

ol in

-se

rvic

es.

Alth

oug

h g

ive

n a

pp

rova

l b

y t

he

co

ope

ratin

g te

ach

er,

th

e c

and

ida

te

incon

sis

ten

tly a

tte

nds I

EP

mee

tin

gs

an

d p

are

nt te

ach

er

con

fere

nces.

Ca

nd

ida

te p

art

icip

ate

s in p

rofe

ssio

nal

activitie

s a

nd le

arn

ing

co

mm

un

itie

s b

y

att

en

din

g a

nd p

art

icip

atin

g in

u

niv

ers

ity s

em

ina

rs.

Alth

oug

h g

ive

n a

pp

rova

l b

y t

he

co

ope

ratin

g te

ach

er,

th

e c

and

ida

te

do

es n

ot a

tten

d I

EP

me

etin

gs a

nd

p

are

nt te

ach

er

con

fere

nces.

101

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

ad

van

ces t

he

pro

fessio

n b

y

en

gag

ing

in

acti

vit

ies s

uch

as

ad

vo

cac

y a

nd

m

en

tori

ng

. (C

EC

6.5

)

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r,

extr

acu

rric

ula

r scho

ol a

ctivitie

s,

an

d

co

mm

unity a

ctivitie

s th

at

ad

voca

te

for

the r

esp

ect

and

inclu

sio

n o

f stu

de

nts

with

exce

ptio

na

litie

s.

Ad

ditio

nally

, th

e c

an

did

ate

a

rtic

ula

tes th

e im

po

rta

nce

of

resp

ectin

g a

nd

me

anin

gfu

lly

inclu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ba

se

d o

n th

e s

tude

nt’s in

tere

sts

, th

e c

an

did

ate

se

eks o

ut

and

e

sta

blis

hes o

pp

ort

un

itie

s f

or

stu

de

nts

with

exce

ptio

na

litie

s to

se

rve

in c

lassro

om

le

ad

ers

hip

ro

les

an

d p

art

icip

ate

in

sch

oo

l clu

bs,

sp

ort

ing

eve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s w

ith

stu

den

ts

with

ou

t e

xce

ptio

na

litie

s.

Ca

nd

ida

te

pro

vid

es s

up

po

rt t

o th

e s

tude

nt

to

assu

re a

cce

ss a

nd

a q

ua

lity

exp

eri

en

ce

. F

urt

he

rmo

re,

the c

an

did

ate

e

mp

ha

siz

es t

o s

tud

ents

with

e

xce

ptio

nalit

ies th

e im

po

rta

nce

o

f self-a

dvocacy.

With

pe

rmis

sio

n o

f th

e c

oop

era

tin

g

tea

ch

er,

ca

ndid

ate

co

llab

ora

tive

ly

wo

rks w

ith

pa

raed

uca

tors

and

vo

lun

tee

rs to

assu

re t

hat

the

p

ara

edu

ca

tors

an

d v

olu

nte

ers

p

rovid

e q

ua

lity s

up

po

rt to

in

str

uctio

n.

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r an

d

extr

acu

rric

ula

r scho

ol a

ctivitie

s t

ha

t a

dvo

ca

te f

or

the

re

spe

ct a

nd

in

clu

sio

n o

f stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ad

ditio

na

lly,

the

ca

ndid

ate

art

icula

tes th

e im

port

an

ce

o

f re

sp

ecting

and

me

an

ing

fully

in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ba

se

d o

n th

e s

tude

nt’s in

tere

sts

, th

e

ca

ndid

ate

se

eks o

ut

exis

ting

an

d

ne

w o

pp

ort

unitie

s fo

r stu

den

ts w

ith

e

xce

ptio

nalit

ies to

se

rve

in

cla

ssro

om

le

ad

ers

hip

ro

les a

nd

p

art

icip

ate

in

sch

oo

l clu

bs, sport

ing

e

ve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s

with

stu

den

ts w

ith

ou

t e

xce

ptio

nalit

ies.

With

pe

rmis

sio

n o

f th

e c

oop

era

tin

g

tea

ch

er,

ca

ndid

ate

co

llab

ora

tive

ly

wo

rks w

ith

pa

raed

uca

tors

and

vo

lun

tee

rs to

assu

re t

hat

the

p

ara

edu

ca

tors

an

d v

olu

nte

ers

p

rovid

e q

ua

lity s

up

po

rt to

in

str

uctio

n.

Ca

nd

ida

te a

dva

nce

s th

e p

rofe

ssio

n

by e

ng

agin

g in

cu

rric

ula

r an

d

extr

acu

rric

ula

r scho

ol a

ctivitie

s t

ha

t a

dvo

ca

te f

or

the

re

spe

ct a

nd

in

clu

sio

n o

f stu

den

ts w

ith

e

xce

ptio

nalit

ies.

Ad

ditio

na

lly,

the

ca

ndid

ate

art

icula

tes th

e im

port

an

ce

o

f re

sp

ecting

and

me

an

ing

fully

in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies a

nd

th

e im

pa

ct

low

p

rofe

ssio

nal e

xp

ecta

tio

ns,

nega

tive

a

ttitud

es,

and

ste

reo

typic

be

liefs

in

flue

nce

ha

ve

on

le

arn

ing

an

d

ind

epe

nde

nce

.

Ca

nd

ida

te in

form

s th

e s

tud

en

t o

f e

xis

tin

g o

pp

ort

un

itie

s t

o s

erv

e in

cla

ssro

om

le

ad

ers

hip

ro

les a

nd

p

art

icip

ate

in

sch

oo

l clu

bs, sport

ing

e

ve

nts

, a

nd

in

ter-

cla

ssro

om

activitie

s

with

stu

den

ts w

ith

ou

t e

xce

ptio

nalit

ies.

Ho

we

ve

r, t

he

ca

ndid

ate

doe

s n

ot co

nsid

er

the

stu

de

nt’s in

tere

sts

.

Ca

nd

ida

te fo

llow

s t

he

gu

idan

ce

of

pa

rae

du

ca

tors

an

d v

olu

nte

ers

to

a

ssu

re q

ua

lity s

upp

ort

to

in

str

uction

.

Ca

nd

ida

te d

oes n

ot m

ea

nin

gfu

lly

ad

va

nce t

he

pro

fessio

n.

Ca

ndid

ate

p

art

icip

ate

s in

th

ose

cu

rric

ula

r a

nd

e

xtr

acu

rric

ula

r e

ve

nts

th

at a

re

req

uire

d b

y t

he

co

op

era

tin

g t

ea

ch

er.

A

lth

oug

h th

e c

an

did

ate

art

icula

tes

the

im

po

rta

nce

of re

sp

ecting

an

d

me

anin

gfu

lly in

clu

din

g s

tude

nts

with

e

xce

ptio

nalit

ies, th

e c

and

ida

te

de

mon

str

ate

s b

eh

avio

rs t

hat

do

no

t a

lign

with

th

eir

wo

rds.

Ca

nd

ida

te d

oes n

ot a

ppa

rently

en

cou

rage

stu

de

nts

with

exce

ptio

nalit

ies to

part

icip

ate

in

a

ny in

teg

rate

d a

ctivitie

s o

uts

ide

o

f th

ose

op

po

rtu

nitie

s

esta

blis

hed

in

th

e c

lassro

om

.

Ca

nd

ida

te fo

llow

s t

he

gu

idan

ce

of

pa

rae

du

ca

tors

an

d v

olu

nte

ers

to

a

ssu

re q

ua

lity s

upp

ort

to

in

str

uction

102

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

their

kn

ow

led

ge

of

theo

ry a

nd

p

rin

cip

les o

f co

llab

ora

tio

n t

o

eff

ecti

vely

co

mm

un

icate

an

d p

rob

lem

so

lve w

ith

p

rofe

ssio

na

ls

an

d f

am

ilie

s.

(CE

C 7

.1)

Ca

nd

ida

te u

ses t

he

ir k

no

wle

dg

e o

f th

eo

ry a

nd

prin

cip

les o

f colla

bo

ration

to

eff

ectively

com

mun

ica

te a

nd

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

.

Ca

nd

ida

te e

ffective

ly u

se

s a

ctive

lis

ten

ing

tech

niq

ue

s a

nd

cu

ltu

rally

re

sp

on

siv

e c

om

mu

nic

atio

n

str

ate

gie

s r

esu

ltin

g in

an

alig

nm

en

t o

f th

e v

erb

al m

essag

es a

nd

no

n-

ve

rba

l m

essa

ge

s c

om

mun

ica

ted

to

fa

mili

es a

nd

pro

fessio

na

ls.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s c

olla

bo

rative

b

eh

avio

rs t

ha

t em

po

we

r fa

mili

es a

nd

p

rofe

ssio

nals

to

be e

ffective

d

ecis

ion

-ma

ke

rs r

eg

ard

ing

le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te u

ses t

he

ir k

no

wle

dg

e o

f th

eo

ry a

nd

prin

cip

les o

f colla

bo

ration

to

eff

ectively

com

mun

ica

te a

nd

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

.

Ca

nd

ida

te e

ffective

ly u

se

s a

ctive

lis

ten

ing

tech

niq

ue

s a

nd

cu

ltu

rally

re

sp

on

siv

e c

om

mu

nic

atio

n

str

ate

gie

s.

Ho

we

ve

r, t

he

ca

nd

ida

te

ma

y s

en

d m

ixe

d m

essa

ge

s b

eca

use

o

f a

la

ck o

f a

lign

me

nt in

th

e v

erb

al

me

ssa

ge

s a

nd

no

n-v

erb

al m

essag

es

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s c

olla

bo

rative

b

eh

avio

rs t

ha

t re

su

lt in e

ffective

p

art

ne

rsh

ips, b

ut th

e p

art

ne

rship

s

ma

y n

ot se

rve

to

em

po

we

r fa

mili

es

an

d p

rofe

ssio

nals

to

be e

ffective

d

ecis

ion

-ma

ke

rs r

eg

ard

ing

le

arn

ers

w

ith

exce

ptio

na

litie

s.

Ca

nd

ida

te a

ttem

pts

to

use t

heir

kn

ow

led

ge o

f th

eo

ry a

nd

prin

cip

les

of

colla

bo

ratio

n to

co

mm

unic

ate

an

d

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies b

y b

uild

ing

re

sp

ectfu

l p

art

ne

rsh

ips th

at a

re b

ase

d o

n t

rust

an

d m

ea

nin

gfu

lly v

alu

e d

ive

rse

p

ers

pe

ctive

s a

nd

exp

ert

ise

. H

ow

eve

r, t

he

ca

nd

ida

te s

pe

aks

mo

re th

an

lis

tens s

o it is

no

t a

pp

are

nt

tha

t th

e c

an

did

ate

desir

es

to c

on

sid

er

div

ers

e p

ers

pective

s.

Ca

nd

ida

te te

nds t

o s

en

d m

ixe

d

me

ssa

ge

s b

eca

use

of a

la

ck o

f a

lign

men

t in

th

e v

erb

al m

essag

es

an

d n

on

-ve

rbal m

essa

ges

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s b

eh

avio

rs t

hat

resu

lt in

rela

tio

nsh

ips w

ith

pro

fessio

na

ls a

nd

fa

mili

es,

bu

t th

e r

ela

tio

nsh

ips a

re n

ot

co

llab

ora

tive

or

eff

ectively

used

to

m

ake

edu

catio

n a

l d

ecis

ions a

bo

ut

lea

rners

with

exce

ptio

na

litie

s.

Ca

nd

ida

te d

oes n

ot u

se

the

ir

kn

ow

led

ge o

f th

eo

ry a

nd

prin

cip

les

of

colla

bo

ratio

n to

co

mm

unic

ate

an

d

co

nsu

lt w

ith

pro

fessio

na

ls a

nd

fam

ilies.

Ca

nd

ida

te p

lace

s t

heir

tho

ugh

ts a

nd

id

ea

s a

bo

ve

oth

er

pro

fessio

nals

an

d fa

mili

es b

y

sp

eakin

g o

ve

r pe

ople

to

ma

ke

th

eir

p

oin

ts k

no

wn

. T

he

can

did

ate

do

es

no

t se

ek o

ut p

ers

pective

of

oth

ers

, a

nd

be

com

es a

gita

ted

wh

en

the

ir

ide

as a

re n

ot a

dop

ted b

y f

am

ilie

s

an

d p

rofe

ssio

nals

.

Ca

nd

ida

te te

nds t

o s

en

d m

ixe

d

me

ssa

ge

s b

eca

use

of a

la

ck o

f a

lign

men

t in

th

e v

erb

al m

essag

es

an

d n

on

-ve

rbal m

essa

ges

co

mm

unic

ate

d to

fam

ilies a

nd

p

rofe

ssio

nals

.

Co

nse

qu

en

tly,

the c

an

did

ate

d

em

on

str

ate

s b

eh

avio

rs t

hat

do

no

t n

ecessa

rily

en

cou

rage

re

lationsh

ips

with

pro

fessio

na

ls a

nd

fam

ilies,

an

d

the

in

tera

ctio

ns a

re n

ot co

llab

ora

tive

a

nd

ca

nno

t be

effe

ctive

ly u

sed t

o

ma

ke

edu

catio

na

l d

ecis

ions a

bo

ut

Le

arn

ers

with

exce

ptio

na

litie

s.

103

Co

mp

on

en

ts

Exc

eed

s E

xp

ecta

tio

n (

4)

Meets

Exp

ecta

tio

n (

3)

Inco

nsis

ten

tly M

eets

E

xp

ecta

tio

ns (

2)

Do

es N

ot

Meet

Exp

ecta

tio

ns (

1)

Can

did

ate

us

es

kn

ow

led

ge o

f co

llab

ora

tio

n

theo

ries a

nd

p

rin

cip

les t

o

reso

lve c

on

flic

t.

(CE

C 7

.1)

Ca

nd

ida

te e

ffective

ly u

se

s

kn

ow

led

ge o

f co

llab

ora

tio

n t

heo

rie

s

an

d p

rin

cip

les to

reso

lve

co

nflic

t b

y

actin

g p

roa

ctive

ly a

nd

usin

g a

ctive

lis

ten

ing

tech

niq

ue

s (

sum

ma

rizin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

to a

vo

id

ma

kin

g a

ssu

mp

tio

ns a

nd

to

ide

ntify

th

e s

ou

rce

of con

flic

t, b

rain

sto

rm

so

lutio

ns, a

nd

se

ek a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

re

ma

ins o

utw

ard

ly c

alm

by u

sin

g a

so

ft a

nd

po

sitiv

e to

ne

of

vo

ice

, m

ake

s in

ten

de

d p

oin

ts o

f e

ye

co

nta

ct,

op

en

bod

y p

ostu

re, an

d

ackn

ow

led

ges t

he

em

otio

ns a

nd

m

essa

ge

s o

f th

e s

pe

ake

r(s).

C

an

did

ate

’s b

eh

avio

rs a

pp

ea

r to

re

su

lt in a

de

-esca

latio

n in

th

e

co

nflic

t.

Ca

nd

ida

te u

ses k

no

wle

dg

e o

f co

llab

ora

tion

the

orie

s a

nd

princip

les

to r

eso

lve

co

nflic

t b

y a

ctin

g

pro

active

ly a

nd

usin

g a

ctive

lis

ten

ing

te

chn

ique

s (

sum

mari

zin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

to a

vo

id

ma

kin

g a

ssu

mp

tio

ns a

nd

to

ide

ntify

th

e s

ou

rce

of con

flic

t, b

rain

sto

rm

so

lutio

ns, a

nd

se

ek a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

a

ckn

ow

led

ges t

he

em

otio

ns a

nd

m

essa

ge

s o

f th

e s

pe

ake

r(s).

A

lth

oug

h th

e c

an

did

ate

rem

ain

s

ge

ne

rally

ca

lm b

y u

sin

g a

so

ft a

nd

p

ositiv

e t

on

e o

f vo

ice

, m

akes

inte

nd

ed

po

ints

of

eye

co

nta

ct, a

nd

u

ses o

pe

n b

od

y p

ostu

re,

the

ca

ndid

ate

is n

ot

aw

are

th

ey t

alk

lo

ud

er

wh

en

de

fen

din

g o

r e

xp

ressin

g

an

opin

ion

fo

r w

hic

h t

he

y f

ee

l str

ong

ly.

Ca

ndid

ate

’s b

eh

avio

rs m

ay

or

ma

y n

ot

resu

lt in

a d

e-e

sca

latio

n

in t

he

con

flic

t.

Ca

nd

ida

te a

ttem

pts

to

use

kn

ow

led

ge o

f co

llab

ora

tio

n t

heo

rie

s

an

d p

rin

cip

les to

reso

lve

co

nflic

t u

sin

g a

ctive

lis

ten

ing

techn

ique

s

(su

mm

ari

zin

g,

pa

raph

rasin

g,

I-

sta

tem

ents

) b

ut m

ake

s a

ssum

ptio

ns

tha

t in

terf

ere

with

ide

ntify

ing

the

so

urc

e o

f con

flic

t, b

rain

sto

rmin

g

so

lutio

ns, a

nd

se

ekin

g a

mu

tua

lly

ag

ree

d u

pon

so

lutio

n.

OR

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

a

pp

ea

rs r

ea

ctio

na

ry a

nd

ra

ttle

d b

y

de

mon

str

ating

clo

se

d b

od

y p

ostu

re,

ma

kin

g m

inim

al pu

rpose

ful po

ints

of

eye

co

nta

ct, a

nd

vo

ice

escala

tes

de

pe

nd

en

t o

n th

e le

ve

l to

wh

ich

th

e

ca

ndid

ate

dis

ag

rees w

ith

a s

pe

ake

r.

Ca

nd

ida

te’s

be

ha

vio

rs d

o n

ot re

su

lt

in a

de

-escala

tio

n in

the

co

nflic

t.

Ca

nd

ida

te d

oes n

ot u

se

kn

ow

led

ge

o

f colla

bo

ratio

n th

eo

ries a

nd

p

rin

cip

les to

reso

lve

co

nflic

t,

Ca

nd

ida

te d

oes n

ot u

se

active

liste

nin

g t

ech

niq

ue

s (

sum

ma

rizin

g,

pa

rap

hra

sin

g, I-

sta

tem

en

ts)

and

m

ake

s a

ssu

mp

tion

s th

at in

terf

ere

w

ith

id

en

tify

ing

th

e s

ou

rce

of

co

nflic

t,

bra

insto

rmin

g s

olu

tio

ns,

an

d s

ee

kin

g

a m

utu

ally

ag

reed

upo

n s

olu

tion

.

AN

D

In s

itu

atio

ns o

f con

flic

t, th

e c

an

did

ate

a

pp

ea

rs r

ea

ctio

na

ry a

nd

ra

ttle

d b

y

de

mon

str

ating

clo

se

d b

od

y p

ostu

re,

ma

kin

g m

inim

al pu

rpose

ful po

ints

of

eye

co

nta

ct, a

nd

vo

ice

escala

tes

de

pe

nd

en

t o

n th

e le

ve

l to

wh

ich

th

e

ca

ndid

ate

dis

ag

rees w

ith

a s

pe

ake

r.

Ca

nd

ida

te’s

be

ha

vio

rs d

o n

ot re

su

lt

in a

de

-escala

tio

n in

the

co

nflic

t.

Can

did

ate

us

es

co

llab

ora

tio

n t

o

pro

mo

te t

he w

ell-

bein

g o

f le

arn

ers

w

ith

excep

tio

na

liti

es

acro

ss a

wid

e

ran

ge o

f s

ett

ing

s

an

d

co

llab

ora

tors

. (C

EC

7.2

an

d 7

.3)

Ca

nd

ida

te u

ses c

olla

bo

ration

to

p

rom

ote

the

we

ll-b

ein

g o

f le

arn

ers

w

ith

exce

ptio

na

litie

s b

y s

ubm

ittin

g

an

d d

iscu

ssin

g in

str

uctio

nal pla

ns

with

co

op

era

tin

g t

ea

che

rs a

nd

/or

pa

rap

rofe

ssio

na

l p

rio

r to

in

str

uction

. C

an

did

ate

in

co

rpo

rate

s c

ha

nge

s in

to

the

pla

n p

rio

r to

de

live

rin

g th

e

lesso

n. A

dd

itio

na

lly,

the

ca

ndid

ate

is

ab

le to

effe

ctive

ly inco

rpo

rate

th

e

pa

rae

du

ca

tor(

s)

and

oth

er

su

pp

ort

sta

ff in

to t

he r

ein

forc

em

en

t of

instr

uctio

n.

Ca

nd

ida

te e

mpo

we

rs le

arn

ers

with

e

xce

ptio

nalit

ies to

se

lf-a

dvo

cate

fo

r th

eir

acad

em

ic a

nd

fu

nction

al n

ee

ds,

an

d e

ncou

rage

s fa

mili

es to

be

a

ctive

ly in

vo

lve

d in

the

edu

ca

tio

n o

f in

div

idu

als

with

exce

ption

alit

ies

acro

ss th

e life

sp

an

an

d a

cro

ss

se

ttin

gs b

y s

olic

itin

g th

eir

id

eas a

nd

e

xp

ert

ise

.

Ca

nd

ida

te u

ses c

olla

bo

ration

to

p

rom

ote

the

we

ll-b

ein

g o

f in

div

idu

als

w

ith

exce

ptio

na

litie

s b

y s

ubm

ittin

g

an

d d

iscu

ssin

g in

str

uctio

nal pla

ns

with

co

op

era

tin

g t

ea

che

rs a

nd

/or

pa

rap

rofe

ssio

na

l p

rio

r to

in

str

uction

. C

an

did

ate

in

co

rpo

rate

s c

ha

nge

s in

to

the

pla

n p

rio

r to

de

live

rin

g th

e

lesso

n. A

dd

itio

na

lly, ca

nd

idate

is

ab

le to

effe

ctive

ly inco

rpo

rate

th

e

pa

rae

du

ca

tor(

s)

and

oth

er

su

pp

ort

sta

ff in

to t

he r

ein

forc

em

en

t of

instr

uctio

n.

Ca

nd

ida

te in

dep

end

en

tly a

dvoca

tes

for

the a

ca

dem

ic a

nd

fu

nctio

na

l n

ee

ds o

f le

arn

ers

with

e

xce

ptio

nalit

ies a

nd

ta

ke

s th

e

initia

tive

to

pro

vid

e f

am

ilies w

ith

id

eas o

n h

ow

to

re

info

rce

in

str

uctio

n

at

hom

e.

Ca

nd

ida

te t

ries t

o u

se c

olla

bo

ratio

n

to p

rom

ote

th

e w

ell-

be

ing

of

ind

ivid

ua

ls w

ith

exce

ption

alit

ies b

y

su

bm

ittin

g a

nd

dis

cussin

g

instr

uctio

nal pla

ns w

ith

coo

pe

ratin

g

tea

ch

ers

an

d/o

r pa

rap

rofe

ssio

na

l p

rio

r to

instr

uctio

n.

Th

e c

an

did

ate

is

no

t a

ble

to

effe

ctive

ly inco

rpo

rate

the

p

ara

edu

ca

tor(

s)

and

oth

er

su

pp

ort

sta

ff in

to t

he r

ein

forc

em

en

t of

instr

uctio

n.

Ca

nd

ida

te fo

llow

s t

he

co

ope

ratin

g

tea

ch

er’s lea

d in

ad

vo

ca

tin

g for

the

a

ca

de

mic

an

d fu

nctio

na

l n

ee

ds o

f le

arn

ers

with

exce

ptio

na

litie

s, a

nd

p

rovid

es o

n r

eq

ue

st to

fam

ilies’

ide

as o

n h

ow

to

re

info

rce

in

str

uctio

n.

Ca

nd

ida

te d

oes n

ot u

se

co

llab

ora

tion

to

pro

mo

te th

e w

ell-

b

ein

g o

f in

div

idu

als

with

e

xce

ptio

nalit

ies.

Ca

ndid

ate

doe

s n

ot

su

bm

it in

str

uctio

na

l pla

ns t

o

co

ope

ratin

g te

ach

ers

and

/or

pa

rap

rofe

ssio

na

l in

a t

ime

ly m

an

ne

r.

Th

e c

an

did

ate

is n

ot

able

to

eff

ective

ly inco

rpo

rate

th

e

pa

rae

du

ca

tor(

s)

and

oth

er

su

pp

ort

sta

ff in

to t

he r

ein

forc

em

en

t of

instr

uctio

n.

Ca

nd

ida

te a

dvo

ca

tes fo

r th

e

aca

de

mic

an

d fu

nctio

na

l n

ee

ds o

f le

arn

ers

with

exce

ptio

na

litie

s b

ut

do

es n

ot e

nco

ura

ge

fa

mili

es t

o

pa

rtic

ipate

in

rein

forc

ing

instr

uction

.

104

Sch

ool of E

du

cati

on

Blo

om

sbu

rg U

niv

ers

ity

Ap

pen

dixS

Cla

ssroom

Observati

on F

orm

Stu

den

t T

each

er _

__

__

__

__

__

__

__

_ _

A

ctiv

ity

__

__

__

__

__

__

_

Tim

e __

__

__

_

Dat

e _

__

__

__

_

PL

AN

NIN

G &

PR

EPA

RA

TIO

N:

dem

onst

rate

s kn

owle

dge

of

con

ten

t/pe

dag

ogy/

stan

dar

ds

uses

ava

ilab

le r

esou

rces

, m

ater

ials

, or

tech

nol

ogy

Les

son

Pla

ns:

co

llec

ts b

ackg

rou

nd

info

u

ses

appr

opri

ate

met

hod

s/m

ater

ials

/act

ivit

ies

det

ail

bloc

ked

eas

y to

foll

ow

d

ifficu

lt t

o f

ollo

w

asse

ssm

ents

ali

gned

to

goa

ls/s

tud

ent n

eed

s G

oa

ls/O

bjec

tive

s:

crit

erio

n

term

inal

beh

avio

r co

nd

itio

ns

seq

uen

ced

ad

apte

d t

o s

tud

ent n

eed

s bas

ed u

po

n p

revi

ous

eval

uati

on

ref

lect P

A s

tan

dar

ds

Org

an

iza

tio

n:

not

eboo

k _

__

__

__

__

__

__

__

_ _

IN

STR

UC

TIO

N:

Set

: be

gin

nin

g th

roug

hou

t �

-st

ated

obj

ecti

ve

mod

el

back

grou

nd

info

nnat

ion

al

erte

d s

tud

ents

to

impo

rtan

t par

ts o

f le

sson

s ot

her

__

__

__

__

__

__

__

__

__

__

_ _

R

ein

forc

emen

t:

non

e si

ngl

e w

ord

re

peti

tive

va

ried

sp

ecifi

c M

oti

vati

on

: pr

omis

e o

f su

cces

s pr

ovid

es fe

edba

ck o

n p

rogr

ess

anim

atio

n

impo

rtan

ce o

f to

pic

com

mun

icat

ed

no

iden

tifi

able

tec

hn

ique

em

plo

yed

vo

ice

Pre

sen

tati

on

: sm

all s

tep

s fo

cus

up

on

sin

gle

con

cept

us

e o

f ne

w k

now

led

ge

pace

(F

ast,

Slo

w,

App

ropr

iate

) d

etai

led

dir

ecti

ons

exam

ples

(M

any-

Few

) va

riet

y o

f ap

proa

ches

(I,

2, 3

, 4)

teac

hes

to

obj

ecti

ve

voca

bula

ry le

vel _

__

__

__

__

__

__

_ _

In

dep

end

ent

Pra

ctic

e:

dir

ecte

d

non

-dir

ecte

d

circ

ulat

es

chec

ks w

ork

corr

ects

and

rei

nfo

rces

ch

ecks

for

stu

den

t un

der

stan

din

g ot

her

__

__

__

_

Clo

sure

: us

ed

not

use

d

thro

ugh

out

less

on

con

clus

ion

on

ly

Ty

pe -

sum

mar

izes

st

ud

ent i

nvo

lvem

ent

stud

ents

sum

mar

ize

ind

icat

es c

ompl

etio

n o

f ta

sk

con

nec

tion

to fu

ture

learn

ing

Oth

er:

use

of

past

kn

owle

dge

id

enti

fies

sim

ilar

itie

s be

twee

n id

eas

iden

tifi

es h

ow s

kill

wil

l b

e u

sed

in

diff

eren

t si

tuat

ion

s (f

utur

e)

insu

res

task

mas

tery

befo

re n

ew c

once

pt i

s in

trod

uced

fe

elin

g to

ne

(Neu

tral

-Pos

itiv

e-N

egat

ive)

u

ses

stud

ent i

dea

s co

nsi

der

s d

egre

e o

f or

igin

al l

earnin

g (i

den

tifi

es g

aps)

cl

ear/

accu

rate

exp

lan

atio

ns

evid

ence

of

stud

ent

grow

th

flex

ibil

ity

resp

onsi

ve t

o s

tud

ent n

eed

s en

gage

s st

uden

ts i

n le

arnin

g pr

oces

s: q

uest

ion

ing/

dis

cuss

ion

as

sess

es s

tud

ent

learn

ing:

fo

nn

al/i

nfo

rmal

in

tegr

ates

var

iou

s d

isci

plin

es w

ith

in c

urr

icu

lum

C

LA

SSR

OO

M E

NV

IRO

NM

EN

T,;.

clea

r ex

pect

atio

ns

for

stu

den

t ac

hie

vem

ent/

wor

k qu

alit

y eq

uit

able

learn

ing

oppo

rtu

nit

ies

for

all

stud

ents

es

tabl

ish

es r

ules

-cle

arly

com

mun

icat

es r

ules

pr

epar

es fo

r an

d m

inim

izes

tran

siti

ons

appr

opri

ate

inte

ract

ion

s: t

each

er a

nd s

tud

ents

/stu

den

ts a

nd s

tud

ents

as

sert

ive

con

sist

ent

prov

ides

mea

nin

gful

con

sequ

ence

s es

tabl

ish

es a

nd m

ain

tain

s st

uden

t su

ppor

t/ra

ppor

t em

ploy

s pl

ans

esta

blis

hes

rou

tin

e co

nsi

der

s ph

ysic

al/s

afety

fac

tors

cu

es

On

Ta

sk B

eha

vio

r of

Stu

den

t:

mos

t of

the

tim

e m

ostl

y o

ff ta

sk

vari

es

TE

AC

IIE

R P

RO

FE

SSIO

NA

USM

;. foll

ow

s ru

les

and

pol

icie

s o

f in

stit

uti

on (p

un

ctu

alit

y, a

tten

danc

e)

cult

ivat

es p

rofe

ssio

nal

rela

tion

ship

s: C

o-op

tea

cher

, oth

er s

choo

l st

aff,

OT

HE

R:

stud

ents

, un

iver

sity

sup

ervi

sor

self

-eva

luat

ion

pr

esen

ce

accu

rate

rec

ord

s at

tire

ac

cept

s/ac

ts o

n fe

edba

ck

con

trib

utes

to

sch

ool

and/

or c

omm

un

ity

effe

ctiv

e co

mm

unic

atio

n: o

ral/

wri

tten

OBJ

EC

TIV

ES

105

Appendix T

Instructional Procedures Refinement Form For the Self-Evaluation Program

Subject ___________ _ Date __ _

Step 1: View video or listen to audio cassette of your lesson.

A. Perceived Strengths:

B. Concerns:

llme __ _

C. My immediate objective(s) for my next few lessons will be:

106

Appendix U

Weekly Suggested Student Teacher/ Supervising Classroom Teacher Activities

Activities for First Week

Student Teacher Supervising Classroom Teacher

First day - report to the principal's office - Orient student teacher to school and introduce introduce self. to staff.

Meet class - join in group activities. Familiarize student teacher with supply sources and procedures for obtaining them.

Observe class routine and procedures. Provide class roll - program schedule - school

Prepare copies of class roll and daily schedule. rules and regulations.

Explore room to become familiar with Provide student teacher with desk or similar materials and resources, and their locations. work area.

Begin to help individual children with teacher's Supply student teacher with a School Policy permission. Handbook.

Associate with children during recess, or other Introduce student teacher to class. informal periods.

Discuss student teacher schedule plan for Observe standards of behavior for different beginning of participation in classroom activities. activities.

Begin to conduct total group activities for a Discuss student teacher responsibilities such period not to exceed a class period each day. as lesson plans, arrival time, duties, absence

procedures, etc. Become familiar with basic texts used for skill areas. Require student teacher to observe teaching.

Become familiar with school rules and Observe and give suggestions to student regulations by reading School Policy teacher for any activities in which he/she is

Handbook. engaged.

Provide basic skill area texts for student teacher.

Prepare a list of suggestions for directed observations - i.e. routine procedures, child behavior, discipline options, special teacher techniques for handling aroups.

107

Activities for Second Week


Teach total group activity for at least one class Make comments on student teacher's lesson period daily. plans.

Make written lesson plans for lessons taught. Evaluate student teacher performance; discuss strengths and weaknesses with student

Submit plans in advance to supervising teacher. teacher for corrective feedback.

Encourage self-evaluation by student. Continue to observe classroom instruction, especially the teaching of skill subjects. Provide samples of types of seatwork activities

suitable for class. Share playground, lunchroom, or similar responsibilities. Discuss activities which student teacher might

use with individual child. Observe and note teacher's methods and techniques for handling group, special Help student teacher plan appropriate goals, discipline problems. content, and seatwork for lessons to be

presented. Prepare a list of ways supervising teacher handles classroom routines and management. Share your planning with the student teacher;

emphasize the importance of planning ahead. Teach reading and arithmetic lesson to small group. Demonstrate a specific teaching technique or

skill - discuss and evaluate the lesson with the Become involved in classroom activities, give student teacher. help and assistance when needed.

Provide children's cumulative records. Visit other special education or regular education classes in building. Begin list of materials, texts, etc. loaned to

student teacher. Ask questions about observations, teaching skills, materials, etc. Remind student to list in priority classes to be

taken over (a take over schedule).

Identify and consult with support personnel (speech clinician, physical therapist, etc.)

Select pupil for assessment and IEP development.

Outline a take over schedule.

108

Activities for the Third Week


Assist in preparing materials. Include student teacher in parent conferences if scheduled.

Teach about two periods of the day including total group activities and two small groups. Emphasize growth and learning aspect of

student teaching experiences. Plan bulletin board display.

Explain reasons for techniques and approaches Assist children in changing classes, going to used in your teaching. special rooms, dismissal, etc.

Make available resources and materials Be responsible for managing behavior of for teaching. children while in charge of a group.

Give student teacher opportunities to feel Engage in self-evaluation of teaching independent. experiences.

Discuss list of observed classroom routines Familiarize yourself with children's papers and and management with the student teacher. work.

** Complete first evaluation on overall Continue to observe classroom instructions - performance of student teacher (same as final planned observations. evaluation).

Continue to submit teaching plans to supervising teacher.

Test pupil chosen for IEP (if aoorooriate).

109

Activities for Fourth Week


Increase teaching time to about one-half of Be sure that student teacher has access to the day, or three instructional periods. teaching materials.

In teaching and classroom responsibilities, Continue to support and encourage efforts of include academic and non-academic areas. student teacher through written and oral

comments. Help keep records of children's progress.

Begin to leave room for short periods of time Be involved with children at individual, small while student teacher is teaching. group, and total group levels.

Help student teacher in proper use of Differentiate instruction based on student instructional technology (if necessary). levels and lesson content.

Discuss evaluation with student teacher. Be prompt in returning borrowed materials, equipment, etc. Require plans only for new activities -

discontinue plans for routines such as opening Be considerate and neat in using materials and exercises, etc. resources.

110

Activities for Fifth Week

Student Teacher Suoorvising Classroom Teacher

Increase teaching responsibilities to about Include student teacher in meetings that may three-fourths of the day or four instructional arise (faculty, parents). periods.

Continue observation and evaluation of

Assume all routine management of children. student teacher lessons.

Submit plans for intensive teaching Take advantage of opportunities to work with experience. individual children, administer progress tests,

special help, etc. Prepare for unit work during intensive teaching period. Help children adjust to the increasing role of

the student teacher in the classroom. Be aware of mechanics and housekeeping needs of the classroom.

Continue to submit lesson plans and self-evaluations.

Prepare materials needed for teaching.

Complete IEP.

111

Activities for Sixth and Seventh Weeks

Student Teacher Supervisinq Classroom Teacher

If practical, assume full day teaching **Complete second evaluation on overall responsibility. performance of student teacher after week six

(same as final evaluation). Prepare all needed materials for teaching.

Discuss evaluation with student teacher. Initiate instructional unit if not already in progress. Observe areas of teaching not already

observed.

Know where supervising teacher can be reached if necessary. Spot check areas of weakness.

Be independent in handling group, but don't Plan with student teacher for intensive

hesitate to ask for help. teaching. Explain and make necessary suggestions to avoid disaster.

Share day's experiences with supervising teacher, especially if she has been out of the Leave room to allow student teacher freedom room. for teaching.

Be available if student teacher needs help.

Activities for Eighth Week

Student Teacher Suoervisina Classroom Teacher

Perform classroom routine non-academic Help children plan farewell for student teacher. activities.

Check list of borrowed materials; are all

Return all materials and resources borrowed. returned?

Be responsible for physical condition of room. Begin taking over teaching skill subjects.

Express appreciation to principal and other Complete final overall evaluation form.

staff for their help. Discuss with student teacher the final

Complete unfinished units, projects, etc., if not evaluation (strengths and areas that need

finished during intensive teaching. development for future growth).

Begin turning responsibilities back to suoervisino classroom teacher.

Adapted from Mays

112

Appendix V

70.461/561 - Student Teaching Seminar

RESOURCES

Adams, N.G.; Shea, M.C.: Liston, D.D. & Deever, B. (2006). Learning to teach: A critical approach to field experiences (2nd ed.). Mahwah, NJ: Lawrence Erlbawn Associates.

Borich, G.D. (2014). Observational skills for effective teaching (7th ed.). Boulder, CO: Paradigm Publishers.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Goethals, M.S.; Howard, RA. & Sanders, M.M. (2004). Student teaching: A process approach to reflective practice (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Goor, M.B. & Santos, K.E. (2002). To think like a teacher: Cases for special education interns and novice teachers. Boston, MA: Allyn & Bacon.

Guillaume, A.M. (2011). K-12 classroom teaching: A primer for new professionals (4th ed.). Boston, MA: Allyn & Bacon.

Kellough, R.D. (2001 ). Surviving your first year of teaching: Guidelines for success (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

Kronowitz, E.L. (2003). Your first year teaching and beyond (4th ed.). New York: Longman, Inc.

Moffatt, C.W. & Moffatt, T.L. (2003). Handbook/or the beginning teacher: An educator's companion. Boston, MA: Allyn & Bacon.

Pelletier, C.M. (2012). Strategies for successful student teaching: A comprehensive guide (3rd ed.). Upper Saddle River, NJ: Pearson

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WEB SITES

Bloomsburg University Career Development Center http://www. bloomu. edulcareers

You Can Handle Them All (Discipline) http:/ lwww.disciplinehelp.com/

Pennsylvania Department of Education http:llwww.pde.state.pa.us/portal/server.pt/community/pennsylvania_department_of_educationl7237

Pennsylvania System of School Assessment (PSSA) http://www.pde.state.pa. us/pssa/esstand.html

StateStandards.com http://www. academic benchmarks. com

Pennsylvania Core Standards Website http://www.pdesas.org/Standard/P A Core

Pennsylvania State Standards Website http://www.pdesas.org/Standard/Views

Best Practices for Creative Teachers http://www. leading-learning. co. nz/

Learning Disabilities "Tips for Teachers" http://www.ncldorglat-school/especially-for-teachers

Learning Disabilities Strategies http://www. ldonline. org

PBS TeacherSource http:/lwww.pbs.org/teachers

Teaching Thinking Skills http:/ lwww.nwrel.org

Commonwealth of Pa. SAP Home Page http://www.sap.state.pa. us

PECT Exams http://www.pa. nesinc. com

Praxis Exams http://www. ets. org/praxis

US Dept. of Education/Federal Registers http://www.ed.gov

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Lesson Plans http://www. enchanted/earning. com http://www. discoveryeducation. com/teachers/free-lesson-plans/

Portfolios http:/ lwww.teachingheart.net

Reading http:/ lwww 2.scholastic. com http://www.readwritethinkorg/

Education Jobs http://www. teachers-teachers. com/ http://www.schoolspring.com/

Teaching Jobs http://www. teachforamerica. org http://www.pareap.net https:l/www.paeducator.net/

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