Documente Academic
Documente Profesional
Documente Cultură
Supervisor: R. Hauser
School:
Grade Level: 2
Subject:
Reading
Observation: 1, 2, 3, __, __
Direct instruction
Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.
Target
Acceptable
Unacceptable
Target
2: Learning Environments
Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop
emotional well - being, positive social interactions, and self determination.
Acceptable
Good
Unacceptable
Satisfactory
Comments: This lesson was very motivating for the student. Amy incorporated high levels of feedback and praise as well as interaction to keep the student focused on the learning
task.
Target
Good
Acceptable
Satisfactory
Unacceptable
exceptionalities
Comments:
This lesson was highly engaging and interactive for this learner. Scaffolding was provided in the form of visuals and auditory models. Reading the cvc words in the context of
literature would be beneficial in helping this learner transfrer these skills to authentic environments.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Assessment directly related to IEP and lesson goals and provides data to guide future instruction. Be certain to document progress toward IEP goals in each lesson.
5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
Target
Acceptable
Good
Satisfactory
Unacceptable
curricula.
Satisfactory: Occasionally utilizes appropriate
technologies; may or may not provide
sufficient modeling and practice for students
with ELN; needs occasional reminder to utilize
student learning progress with designing
instruction.
Unacceptable: Does not consistently utilize
appropriate models, practice and technologies
in designing lessons and activities to meet
student needs; does not consider students
learning progress when developing instruction.
5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
Comments This was a very language-rich lesson that also incorporated appropriate strategy instruction. Technology use was not noted. There also needs to be a plan for
generalizing these skills to authentic environments.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Amy consistently presents herself in a professional manner. She is mature and responsible and very hard-working. She advocates for the needs of all learners
7: Collaboration
Beginning special education professionals collaborate with families,
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.
Target
Acceptable
Good
Satisfactory
Unacceptable