Department of Special Education University of Wisconsin-Eau Claire MrDTERM/SUMMER PRACTICUM EVALUATION LD/MiLD CD / ECSE6-8 / EBD ‘TRADITIONAL PLACEMENTS: Complete this Midterm Practicum Evaluation and mailto the University Supervisor at midterm. You will also need to complete the Practicum Evaluation Checklist using the column for midterm and discuss with your student teacher. Do not return the Practicum Evaluation Checklist to the University Supervisor until after you have completed the final evaluation. SuMMER/WINTERIM PLACEMENTS: This is the only evaluation you will complete, Please return this evaluation to ‘the University Supervisor at the end of the practicum, Serre Evaluation summer Evaluation (Winterim Evaluation Student Teacher _—————u Date Evaluated |. 2] 5 Cooperating Teacher _ KE LLY’ Rose 1. Indicate the student teacher's current level of functioning by checking off in the following table. Planning &] Classroom Progress Instruction |Management| _IEP__| Assessment | Monitoring |Dispositions Exceeds lexpectations in x this area. ] A |Good, but could improve in this x larea, Not yet * Iperforming lacceptably in this area, 2. Please include a narrative that reports on strengths and weaknesses of the student teacher, Ifyou are specific enough the supervisor can work on weaknesses during supervised visits. Continue your narrative on the back side of this page. + DEMONSTRATES PROFESSIONALISM AND TEACHING “BEYOND Treat OF A STUDENT ST En OE tees rreere caer HAS ACTIVELY PARTICIPATED IN THE PLANNING, ORGANIZATION, Ave IMPLEMENTATION OF Iworviduatized AND Co“TAUGHT eer N PLANS. 1 DEMONSTRATES EXCELLENT ESSO 7 : T Repl RECTIONAL, AND QUESTION ING Gi eee gnibenTS AND State, He 1S ABLE SR cco epare Ano Moniry ASSIGNMENTS TO Meer The Neebs OF A VARIETY OF LEARNERS, j Hes laa ecer WITH TO EFFECTIVELN ENGAGE hap THE OPPORTU! De PROGRESS MONITORING OB IEP WRITING, OVERALL, ii wal wetparre THE POTENTIAL Fe ANEFFECTIVE EputalDepartment of Special Education Return Practicum University of Wisconsin-Eau Claire eiabat on Checist to University PRACTICUM EVALUATION CHECKLIST Supenvisor after final LD / MILD CD / ECSE 6-8 / EBD evaluations Student Teacher f Midterm Eval Date lof2] 5 Cooperating Teacher_ KELL “RoSE Final Eval Date [4fis ‘Check One (x) Per Set of Three Midterm Final Wisi luses his/her knowledge about special education to solve difficult educational problems creativel 1 [contributes information from coursework or other sources at appropriate times | v7 | ~~ No application of special education content is apparent WTS 2 articulates why he/she is teaching a lesson and how the skills relate to the scope 3 Jand sequence and future learning 2 [articulates why he/she is teaching a lesson, but does not see the "big picture’ | 7 cannot articulate why he/she is teaching a lesson WTS 3 independently writes an individualized, educationally useful IEP that contains measurable goals and benchmarks 3 |writes an individualized, educationally useful IEP that contains measurable goals wale land benchmarks with assistance [writes an IEP that contains errors in where information Is placed or how itis stated [adapts and modifies (general education) curricula in creative ways that meet lunique individual needs 4 [adapts and modifies (general education) curricula v [does not adapt or modify curricula WTS 4 a variety of settings have been utilized to instruct students in their transition lgoals 5 |the schooV/classroom setting is the primary place for instruction to occur Z setting has not been considered in the delivery of transition goals and objectives systematically promotes generalization of social and academic skills 6 [activities to promote generalization are "hit and miss" or superficial Ino activities to promote generalization are observed pacing is brisk during teacher-directed activities and students are actively Y |v lengaged and frequently interact with the teacher 7 Jpacing is uneven during teacher-directed activities, sometimes there Is too much teacher talk” pacing is slow during teacher-directed activities and lessons sometimes boring Page 1 of 6 Revised 2/26/2013 Italics indicate dispositionsMidterm Final lesson is highly organized and efficient; no wasted time lesson has no glaring problems with organization, but includes wasted time lesson is disorganized; confusion and/or problems with materials take up @ significant amount of class time and create conditions for behavior problems [successfully manages more than one activity at a time: is "with i has difficulty attending to several activities at once, but can manage small group, that he or she is working with or no opportunity to observe cannot manage even one activity successfully 10 iransitions are smooth and quick Itransitions are relatively quiet, but longer than necessary irransitions are often noisy, confusing and longer than necessary promotes academic engaged time; students are consistently on-task more than 80% of the time 11 |keeps individuals on-task more than 80%, but often groups are on-task less than 80% of the time both individuals and groups are on-task less than 80% of the time Wis 5 | has @ good rapport with and the respect of all students ww 12 |has a good rapport with and the respect of most students has a good rapport with and the respect of some students | routinely sets up high expectations and provides feedback to students on how | lwell they met expectations (positive, contingent, specific reinforcement) 13 [seis up expectations or provides feedback to students; but expectations and [77 | lreedback do not go together and expectations are minimal loccasionally sets up expectations or provides feedback to students; feedback, lwhen provided, is very general (e.g., “good job") and expectations are minimal [enforces rules without help from cooperating teacher = 14 [enforces rules with help from cooperating teacher, Wa [cooperating teacher must enforce the rules ae { knows what behaviors to ignore and how to ignore successfull vd 15 tries to ignore, but ignoring is ineffective attends to minor misbehavior lavoids the “criticism trap” or can make appropriate changes to get out of it independent 16 [recognizes when he or she ts in the “criticism trap,” but cannot get out of it lis in the “criticism trap” and does not recognize the need for changes provides consequences that are consistent, appropriate and delivered without | 77 | // lemotion 17 [provides consequences, but consequences may be inappropriate or delivered inconsistently; responds emotionally to disruptive students consequences are ineffective Revised 2/26/2013 taalics indicate dispositions. Page 2 of 6Midterm Final implements behavior modification system by the 3” week or system is well aaa iconceived and easy to manage 18 [implements behavior modification system by midterm or system is cumbersome lor was not thought through well enough implements behavior modification sys. but results are inconclusive or incomplete makes changes if the system doesn’t work; increases the sophistication of a systems as students achieve goals 19 |makes changes if the system doesnt work, but doesn't increase the sophistication if it does keeps system in place without changing interacts positively with students, ratio ts about 5; positive reinforcement/praise is contingent, specific and varied 20 jinteracts positively with students; but ratio is less than 3:1 or positive we WA reinforcement/praise tends to be praise is general (good job) or repetitive interactions are more negative than positive; positive reinforcement/praise does Inot motivate students luses problem prevention strategies routinely; prevents problems by referring fo rules, adjusting the physical setting, proximity, etc; consistently proactive < 21 Juses probiem prevention strategies, but stl reacts to problems thet could have | 7 been avoided luses problem prevention strategies on a one-time basis usually reactive WTS 6. [directions are clear and explicit; checks for student understanding before LIZ beginning activity 22 [directions are sufficient; but does not check for student understanding directions are given; but students are confused when beginning an assignment students are highly successful (generally 90+% accuracy) 23 [students are somewhat successful (about 70-90% accuracy) [students are unsuccessful (many students make frequent errors) [provides modeling and guided practice consistently for each new skill and “17 actively leading to high success rates for students 24 [provides some modeling and guided practice, but not enough to ensure students master new information insufficient modeling and/or guided practice lead to numerous student errors ‘on independent work very articulate; verbal communication is clear and English is correct w 25 [expresses self clearly, but occasionally uses incorrect grammar or slang lverbal communication is frequently unclear, incorrect, or inappropriate Page 3 of 6 Revised 2/26/2013 Italics indicate dispositions.Midterm Final WIs7 keeps “week-at-a-glance” plans up-to-date; writes lesson plans as needed; plans| contain measurable objectives and detailed procedures Vv |v 26 |keeps “week-at-a-glance" plans up-to-date; rarely writes lesson plans or lesson plans are vague week-at-a-glance is not up-to-date, ikes to "wing i" fransition plan is based on preferences, interests, and needs with IEP goals and lobjectives directly related; potential outside agencies identified 27 [transition plan identifies preferences, interests, and needs with some |suggestions for goals and objectives transition plan is limited to form in IEP packet N \ Lao eaperier Wis 8 inquires about student's unique characteristics, selects tests and seeks additional] information about the student on that basis 28 |gives a standard battery of tests with only minor vartations ives a standard battery of tests seeks opportunities to practice assessment skills 7 29 assesses students as required w jappears to be nervous about assessing students administers and scores standardized tests independently; obtains valid results, 30 [administers and scores standardized tests with help; makes minor errors [administers and scores standardized tests incorrectly; results are invalid finds opportunities to conduct direct systematic observation and is able to wa report data objectivel Z 31 [needs guidance to conduct direct systematic observation and report results results of direct systematic observations are invalid fanecdotal observations contain well-defined behaviors, specific examples and insightful comments 32 [anecdotal observations are correct and adequate anecdotal observations are not specific, do not differentiate significant from nonsignificant events assessment report is well-written and insightful 33 [assessment report contains appropriate content and needs only minor revisions lor assessment report not completed assessment report has errors in English and spelling, but communicates the information makes insightful comments about referral and assessment practices T 34 [asks questions about referral and assessment practices in the district wa follows referral and assessment practices as directed mai [designs appropriate curriculum-based assessment measures as needed 35 [gives appropriate curriculum-based assessment measures that have already been developed, but does not design new ones gives curriculum-based assessment measures as directed Revised 2/26/2013 falics indicate dispositions. Page 4 of 6Midterm Final 36 corrects student errors appropriately; firms and checks for understanding later in the lesson ~ v corrects student errors appropriately, But doesn't go back to check for understanding; correction may or may not be effective some errors are not corrected; attempts to correct are confusing 37 [diagnosis and remediation of student errors is ongoing and Insightful diagnosis and remediation of student errors is ongoing, but patterns of errors may not be detected \ lvery little diagnosis and remediation of student errors occurs 38 [creates charts and graphs to monitor progress of all groups or individuals; charts jare neet, informative and easy-to-understand; uses charts to make instructional decisions keeps charts and graphs for some groups or individuals does not keep charts and graphs for most groups or individuals or they are difficult to read and interpret 39 [distributes independent work that is relevant, at student's level and monitored lconsistently (collected, evaluated, and returned) NIN \distributes independent work that is appropriate; but independent work is not consistently monitored independent work is busywork and inconsistently monitored Wis 9 40 audio/video tapes interactions without being reminded (2-3 completed by midterm), sets goals and accomplishes them, then sets new goals audio/video tapes lessons and sets goals to improve interactions resists audio/video taping (has not completed this assignment by the 7” week) 41 [seeks criticism; and uses feedback to improve teaching skills immediately QIN accepts criticism; but doesn't make significant changes in teaching behavior does not accept criticism; is defensive and makes excuses when given feedback 42 faccurately identifies their own strengths and weaknesses on midterm evaluation {and lesson plan eveluations; can diagnose errors in teaching behavior has some sense of whether a lesson has gone well or not, but cannot diagnose make appropriate changes on their own consistently over or underestimates their abilities 43 reflects on lessons daily and can use student feedback and behavior writes reflections as required does not write required reflections 44 routinely arrives early ancVor stays late loccasionally arrives early or stays late usually arrives on time and seldom leaves early 45 demonstrates initiative: participates as needed without being told [demonstrates some initiative; but often needs direction follows directions well Revised 2/26/2013 ltalies indicate aispositions. Page 5 of 6Midterm Final 46 teacher views herseliyhimself as an effective change gent and has high expectations for self and for students v teacher views herseli/himself as having some responsibilty for student learning, [but_doesn't know how to respond when a lesson fails teacher views children’s success or failure as the result of factors outside the teacher's control WTS 10 47 conducts appropriate IEP meetings: appears confident attend conducts IEP meetings but is hesitant attends, but does not participate in IEP meetings ww F partic. 48 [seeks opportunities to participate tn school and faculty activities willingly participates in schooland faculty activities articipates in school and faculty activities when required 49 is enthusiastic and energetic is pleasant and does what needs to be done [appears to be unenthusiastic and lacks vitality 50 interpersonal relationships with staff are excellent: seeks opportunities to work with general education staff: doesn't let differences create conflict interpersonal relationships with most staff are good; works with general education staff.as necessary interpersonal relationships with most staff are cordial: but occasionally tense 51 [always uses good judgment in confidential matters without being told usually uses good judgment in confidential matters ineeds to be reminded about protocol regarding confidentiality 52 relates well fo parents from different socioeconomic backgrounds: takes the initiative to communicate positive behavior has a cordial relationship with parents, but makes je nts [appears to be intimidated by parents, makes few contacts 53 [can identify which agency would be appropriate team member Job Center, DVR Social Services, SSI, independent Living, |HE Disability Services, Community College Staff, or mental health can identify several potential agencies that may be appropriate team member cannot identify potential outside agency team member 54 [assumes leadership in collaborations with general educators to provide modifications and accommodations collaborates with general educators to provide modifications and accommodations provides modifications and accommodations; seldom interacts with general educators for the benefit of students Revised 2/26/2013 ealics indicate alspositions. 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