9 10 11 12 Scholarship Problem Solving: Arrive at data-informed decisions by systematically examining a variety of factors and resources. 2 6 9 12 Unit Plan Clinical Experience Evaluation Survey Scholarly Inquiry Problem Solving: Actively engage in scholarship by learning from and contributing to the knowledge base in education. 2 3 5 6 7 9 11 12 Unit Plan Clinical Experience Evaluation Survey Reflective Journal Parent Contact Report E-folio Leadership Ethical Values: Apply professional ethics in all educational contexts. 1 2 3 4 5 6 7 8 9 10 11 12 Clinical Experience Evaluation Survey Parent Contact Report Reflective Journal Initiative: Lead positive change in education. 1 3 5 6 9 10 11 12 Parent Contact Report Clinical Experience Evaluation Survey
For one of your observed lessons, integrate a technology that enhances student learning and is appropriate to both the content and the student level. Examples of an appropriate use of interactive technology to enhance learning: Social Studies: Students create a PowerPoint slide show with embedded audio and video to show architectural differences between old and new Doha and show the cultural influence over history. Language: Students create recordings of their pronunciation of various words, phrases, and sounds and analyze them in order to speak more clearly. Chemistry: Students use a modeling program to create virtual molecules and to balance chemical equations. students how to create slides does not fulfill the requirements for this task. In your lesson plan, describe several (3-5) specific technologies that would enable a student with an exceptionality to enhance his/her learning. Examples of appropriate technologies to enhance the learning of a student with exceptionalities: Students with vision difficulties use alternative color schemes for viewing large-print text on a monitor. A student with difficulty using a keyboard uses a dictation application to record class notes. A young student who has difficulty focusing on his work because of auditory distractions has noise-canceling headphones that receive the teacher’s instructions through a Bluetooth microphone-and-receiver set. student with an exceptionality simply a computer does not fulfill the requirements for this task.
some activities, but not consistently. thinking skills and provide opportunities for critical thinking and problem solving. Differentiation of Instruction Little to no evidence of knowledge about how exceptionalities may interact with learning. Some (limited) knowledge about how exceptionalities may interact with learning is evident. Knowledge about how exceptionalities may interact with learning is evident in some lessons to provide meaningful and challenging learning experiences. Knowledge how exceptionalities may interact with learning is used extensively to provide meaningful and challenging learning experiences throughout the unit. Assessment Lessons do not contain an assessment, or no assessments are aligned with the objectives. Few lessons contain an assessment that is aligned with objective(s), or lessons include an assessment that is not aligned with the objectives. Most lessons contain an assessment that is aligned with objectives. All lessons contain at assessments that are aligned with objectives. Lesson and unit coherence Lessons are minimally organized. Unit does not reflect knowledge about the development, learning, and motivation of children. Lessons are somewhat organized and move students somewhat toward achieving objectives. Limited reflection of knowledge about the development, learning, and motivation of children. Lessons are organized and move students toward achieving objectives. Some lessons reflect an understanding of the development, learning, and motivation of children, but not consistently demonstrated. Lessons are sequentially organized and move students toward achieving objectives. Set of lessons reflects an understanding of the development, learning, and motivation of children. Overall Purpose of the Unit Purpose of the unit not stated. Purpose of the unit poorly stated. Purpose of the Unit weakly stated. Purpose of the Unit clearly stated. Spelling, grammar, punctuation Errors in grammar, punctuation, or spelling require major editing and revising. Errors in grammar, punctuation, or spelling require editing and revising. Errors in grammar, punctuation, or spelling require minor editing and revising. Unit contains almost no errors in grammar, punctuation, or spelling. SPED Assessment Analysis Rubric Unsatisfactory Needs Improvement Satisfactory Target
discussed or would not be helpful to improved learning. designed, but may not be either explicit or helpful. related to the assessment is encouraged; however, consensus may not be achieved. Helpful feedback is designed for students. informative, interesting, and reflective. Shared decision-making related to the assessment results is clearly achieved and explicit, helpful feedback is designed. COLLEGE SUPERVISOR EVALUATION FORM Intern’s Program Area Date College Supervisor’ Name Rating: 3 = Exemplary 2 = Satisfactory 1 = Unsatisfactory Visits were timely and helpful. Observations were objective and fair. Helpfulness and support were provided consistently. Conferences were constructive and insightful. Feedback on my reflections was helpful. Knowledge of teaching is demonstrated consistently. Feedback on my lesson plans supported my growth as a professional. Feedback on my teaching supported my growth as a professional. Professional behavior was modeled consistently. Comments