Learning Environments: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Learning Environments CEC 2.1, 2.2, 2.3 Always uses motivational and instructional interventions to support individuals with exceptionalities in responding to different environments. Consistently uses motivational and instructional interventions to support individuals with exceptionalities in responding to different environments. Occasionally uses motivational and instructional interventions to support individuals with exceptionalities in responding to different environments. Rarely uses motivational and instructional interventions to support individuals with exceptionalities in responding to different environments. Always support general educators and other colleagues to include individuals with exceptionalities in different environments and engage them in meaningful learning activities and social interactions. Consistently support general educators and other colleagues to include individuals with exceptionalities in different environments and engage them in meaningful learning activities and social interactions. Occasionally support general educators and other colleagues to include individuals with exceptionalities in different environments and engage them in meaningful learning activities and social interactions. Rarely support general educators and other colleagues to include individuals with exceptionalities in different environments and engage them in meaningful learning activities and social interactions. Always intervenes safely and appropriately with individuals with exceptionalities in crisis. Consistently intervenes safely and appropriately with individuals with exceptionalities in crisis. Occasionally intervenes safely and appropriately with individuals with exceptionalities in crisis. Rarely intervenes safely and appropriately with individuals with exceptionalities in crisis. COMMENTS / FEEDBACK ON LEARNING ENVIRONMENTS:
Curricular Content Knowledge: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Curricular Content Knowledge Always uses knowledge of the content areas to teach, organize this knowledge, integrate skills, and develop meaningful and personalized learning progressions for individuals with exceptionalities. Consistently uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Occasionally uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Rarely uses knowledge of the content areas they teach, organizes this knowledge, integrates skills, and develops meaningful and personalized learning progressions for individuals with exceptionalities. Always uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Consistently uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Occasionally uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. Rarely uses knowledge and skills to generate accommodations and modifications to ensure that the general education and specialized curricula is accessible to individuals with exceptionalities. COMMENTS / FEEDBACK ON CURRICULAR CONTENT KNOWLEDGE:
Instructional Planning and Strategies: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Instructional Planning and Strategies Always uses knowledge and skills including critical thinking, problem-solving, and performance skills to teach mastery and generalization of curricula to individuals with exceptionalities. Consistently uses cross-disciplinary knowledge and skills including critical thinking, problem-solving, and performance skills to teach mastery and generalization of curricula to individuals with exceptionalities Occasionally uses cross-disciplinary knowledge and skills including critical thinking, problem-solving, and performance skills to teach mastery and generalization of curricula to individuals with exceptionalities. Rarely uses knowledge and skills including critical thinking, problem-solving, and performance skills to teach mastery and generalization of curricula to individuals with exceptionalities. Always uses strategies to enhance language development and teach communication skills to individuals with exceptionalities. Consistently uses strategies to enhance language development and teach communication skills to individuals with exceptionalities. Occasionally uses strategies to enhance language development and teach communication skills to individuals with exceptionalities. Rarely uses strategies to enhance language development and teach communication skills to individuals with exceptionalities.
Always supports the communication and learning of individuals with exceptionalities through the use of augmentative and alternative communication systems, as well as a variety of assistive technologies to support assessment, instructional planning, and delivery. Consistently supports the communication and learning of individuals with exceptionalities through the use of augmentative and alternative communication systems, as well as a variety of assistive technologies to support assessment, instructional planning, and delivery. Occasionally supports the communication and learning of individuals with exceptionalities through the use of augmentative and alternative communication systems, as well as a variety of assistive technologies to support assessment, instructional planning, and delivery. Rarely supports the communication and learning of individuals with exceptionalities through the use of augmentative and alternative communication systems, as well as a variety of assistive technologies to support assessment, instructional planning, and delivery. COMMENTS / FEEDBACK ON INSTRUCTIONAL PLANNING AND STRATEGIES: Professional Learning and Ethical Practice: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Professional Learning and Ethical Practice Always uses foundational knowledge of the field and the profession’s ethical principles and practice standards to inform their special education practice, to engage in lifelong learning, and to advance the profession. Consistently uses foundational knowledge of the field and the profession’s ethical principles and practice standards to inform their special education practice, to engage in lifelong learning, and to advance the profession. Occasionally uses foundational knowledge of the field and the profession’s ethical principles and practice standards to inform their special education practice, to engage in lifelong learning, and to advance the profession. Rarely uses foundational knowledge of the field and the profession’s ethical principles and practice standards to inform their special education practice, to engage in lifelong learning, and to advance the profession. COMMENTS / FEEDBACK ON PROFESSIONAL LEARNING AND ETHICAL PRACTICE:
Collaboration: Component Target 3 Acceptable 2 Progressing (Used at but not on Final Evaluation) 1 Unacceptable 0 Collaboration Always collaborates with other educators and individuals with exceptionalities, and/or families and personnel from community agencies (when applicable) in culturally responsive ways to assure that the needs of individuals with exceptionalities are addressed across a range of learning experiences. Consistently collaborates with other educators and individuals with exceptionalities, and/or families and personnel from community agencies (when applicable) in culturally responsive ways to assure that the needs of individuals with exceptionalities are addressed across a range of learning experiences. Occasionally collaborates with other educators and individuals with exceptionalities, and/or families and personnel from community agencies (when applicable) in culturally responsive ways to assure that the needs of individuals with exceptionalities are addressed across a range of learning experiences. Rarely collaborates with other educators and individuals with exceptionalities, and/or families and personnel from community agencies (when applicable) in culturally responsive ways to assure that the needs of individuals with exceptionalities are addressed across a range of learning experiences. COMMENTS / FEEDBACK ON COLLABORATION: __________________________________________________ __________________ Student Teacher Signature Date __________________________________________________ __________________ Cooperating Teacher Signature Date __________________________________________________ __________________ University Supervisor Signature Date