Documente Academic
Documente Profesional
Documente Cultură
Supervisor: R. Hauser
School:
Frontier Middle
Subject:
Math
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
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.
Target
Good
Acceptable
Satisfactory
Unacceptable
Comments: Very high levels of collaboration were noted in this lesson. Miss Zimmermann collaborated with the host teacher, paraprofessionals, substitute teacher and peer
volunteers to meet the needs of the students. I would suggest sharing with the students the reason for needing to learn the skill as well as considering strategies for by-passing this
skill as it is very difficult and sometimes people need to learn ways of getting around counting change.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments:
Deep understanding of academic content is noted through the provision of content through multiple sources. Additionally, pertinent life skills and communication goals are
addressed.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments: Assessment is differentiated, relevant and provides data to monitor progress and guide future instruction.
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
Comments Technology use was integrated into the lesson. Initial difficulties with technology were resolved in a timely fashion. This lesson addresses a necessary life skill using
multi-modal instruction and authentic materials. I would suggest following through on this lesson with real-world practice of the learned skill to promote maintenance and
generalization.
Target: Consistently and appropriately
practice. Demonstrates an understanding of
evidence-based practice. Works to support
others in a professional manner.
Good: Engages in professional and ethical
practice. May need support to engage in
professional activities or to use data and
research to facilitate work with learners with
ELN.
Satisfactory: Occasionally requires reminder to
engage in professional and ethical practice,
with no major violations of code of ethics.
Unacceptable: Major violation of code of
ethics or needs consistent reminders of
professional and ethical practice.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Miss Zimmermann is a highly motivated, very hard working teacher. She continuously seeks ways to improve her practice and gain new experiences. Guidance was
provided to peer tutors and paraprofessionals in order to best meet the academic and language needs of each of the students.
7: Collaboration
Target
Acceptable
Unacceptable
Good
Satisfactory
Comments Very high levels of collaboration noted with multiple team members. Miss Zimmermann rotated through the groups throughout the lesson to assure that all pairs were
focusing on the correct skills and strategies and holding the learners to appropriately high standards. On the spot additions and modifications to instruction were generated in
response to monitoring student progress.