Student Teaching SPEDFinal Evaluation Form:

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Teacher Candidate Semester Subject/Grade Taught

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School & Town Cooperating Teacher University Supervisor

Directions: For each of the items below, circle the number that describes the teacher candidate as a pre-professional. Thank you for your time and commitment to the profession.

Undeveloped: The teacher candidate lacks basic knowledge of this concept and needed significant guidance to perform this task.

Emerging: The teacher candidate has basic knowledge of this concept and but needed guidance to complete the task.

Proficient:The teacher candidate has the knowledge and ability to perform this task with limited or no guidance.

Distinguished: The teacher candidate has exceptional knowledge and ability to perform this task without guidance.

MSUM Elementary Inclusive Education – SPED
The teacher candidate: / Undeveloped / Emerging / Proficient / Distinguished
  1. Was able to collaboratively plan with general education teachers and cooperating teacher to develop curriculum and assessments to meet individual student needs.
/ 1 / 2 / 3 / 4
  1. Was able to develop and teach a minimum of three lessons to meet individual needs and interests for learner(s) with an IEP.
/ 1 / 2 / 3 / 4
  1. Was able to analyze a learning environment for specific conditions that impact academic and functional performance.
/ 1 / 2 / 3 / 4
  1. Developed an understanding of the prereferral/referral process utilized within the school.
/ 1 / 2 / 3 / 4
  1. Was able to develop in consultation with the IEP team, an appropriate IEP that meets the legal requirements.
/ 1 / 2 / 3 / 4
  1. Was able to identify and provide appropriate accommodations/modification to meet individual student needs
/ 1 / 2 / 3 / 4
  1. Was able to communicate results of the IEP to parents and other professional under supervision of the cooperative teacher
/ 1 / 2 / 3 / 4
  1. Was able to implement developmentally appropriate instruction in the special education setting.
/ 1 / 2 / 3 / 4
  1. Was able to apply assistive technology when appropriate to meet individual student needs.
/ 1 / 2 / 3 / 4
  1. Made use of research based strategies/interventions to meet the needs of students with an IEP
/ 1 / 2 / 3 / 4
  1. Developed an understanding of the use of assessment data and grade level standards to develop meaningful goals and objectives
/ 1 / 2 / 3 / 4
  1. Was able to administer and interpret formal/informal assessment data and progress monitoring to determine effectiveness of interventions.
/ 1 / 2 / 3 / 4
  1. Was able to plan and implement research-based interventions and/or Behavioral Intervention Plan (BIP) for student(s) with challenging behaviors in the classroom.
/ 1 / 2 / 3 / 4
  1. Demonstrates an ability to identify appropriate resources for a family with a specific need (family in crisis, economic supports, death or divorce, addiction)
/ 1 / 2 / 3 / 4
  1. Will engage in one professional development opportunity and share the experience or study.
/ 1 / 2 / 3 / 4
Comments:
Professional Dispositions
The Practicum student: / Unacceptable / Developing / Proficient / Exceptional
  1. Exhibits intrinsic motivation and shows initiative
/ 1 / 2 / 3 / 4
  1. Commits time and energy to the continuing process of learning
/ 1 / 2 / 3 / 4
  1. Strives for quality and completeness
/ 1 / 2 / 3 / 4
  1. Was prepared and organized
/ 1 / 2 / 3 / 4
  1. Was reliable
/ 1 / 2 / 3 / 4
  1. Dress and hygiene are appropriate for the setting
/ 1 / 2 / 3 / 4
  1. Honesty and integrity are evident in actions and decisions
/ 1 / 2 / 3 / 4
  1. Respects and upholds ethical behavior and maintains confidentiality
/ 1 / 2 / 3 / 4
  1. Willingly and appropriately adjusts schedules and routines when needed
/ 1 / 2 / 3 / 4
  1. Listens and respects other points of view
/ 1 / 2 / 3 / 4
Comments:

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Cooperating Teacher Date Teacher Candidate Date