13. Other Resources and Materials:

• IRIS STAR Legacy Modules
  • Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan. This module—a revision of Who’s In Charge? Developing a Comprehensive Behavior Management System—highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour).
    https://iris.peabody.vanderbilt.edu/module/beh1/
  • Classroom Management (Part 2): Developing a Comprehensive Behavior Management Plan. This module—a revision of You’re in Charge! Developing Your Own Comprehensive Behavior Management Plan—reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan (est. completion time: 2 hours). The module is a companion to Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan.
    https://iris.peabody.vanderbilt.edu/module/beh2/
  • Classroom Assessment (Part 1): An Introduction to Monitoring Academic Achievement in the Classroom. This module discusses how progress monitoring can affect academic outcomes of students and it demonstrates how to implement curriculum-based measurement with a classroom of students (est. completion time: 1 hour).
    https://iris.peabody.vanderbilt.edu/module/gpm/
  • Providing Instructional Supports: Facilitating Mastery of New Skills. This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour).
    https://iris.peabody.vanderbilt.edu/module/sca/

  Detailed Assignment Guides and Rubrics

  Field Experience Seminar in Special Education
  10-Minute Mini Teaching Demonstration

  Regardless of our age or experience, we can all learn from viewing demonstrations of our own teaching as well as of our peers. For that reason, each candidate will videotape him/herself teaching a 10-minute mini lesson and post this to their group’s discussion board along with the lesson plan and reflection on the teaching demonstration. Easy to use Flip cameras, iPads, and Swivls with audio lanyards are available for videotaping your lesson. Please contact the grants office (xxx-xxx-xxxx) to sign out one of these pieces of equipment and for simple directions for using, editing, and uploading video. All group members will view the videos posted and provide constructive feedback to their peers. Below are the guidelines for this assignment.

  Mini Teaching Demonstration: With your cooperating teacher select a topic to present a 10-minute mini-lesson to a small group of students with or at risk for disabilities. As always, you should not only plan out how to present and assess the content, but also give some thought to how you are going to present yourself, manage the class, and involve the students.

  In preparing your mini teaching activity, please follow these guidelines:

  Preparation for Teaching

  1. Prepare a 10-minute instructional activity that is designed to demonstrate 1-2 of the 5 phases of the instructional sequence (Introduction/Check for Prerequisite Skills, Modeling/Demonstration, Guided Practice, Independent Practice, Closure/Expansion).
  2. Prepare a copy of your complete lesson plan to post to D2L. Write a 1-2 sentence description of each of the phases that you do not demonstrate. Write a complete plan for the phase that you do

     demonstrate. This plan should include sufficient detail so that others can teach it. Indicate the source of your lesson (original, teacher, book, the Internet, etc.).

  3. Arrange to have someone (perhaps your cooperating teacher or a paraprofessional) videotape you teaching this mini-lesson to a small group of students. (You may teach an entire lesson but make sure that you select only a 10-minute section to post to D2L. In fact, you may choose to use a 10-minute segment from the lesson that you planned with your cooperating teacher).

  Teaching the Lesson

  4. Provide a VERY brief introduction to the lesson by stating your objectives or goals for the lesson explicitly. You should spend most of your time teaching the lesson! Your handout should provide background information such as topic, academic functioning level of the students, grade level and any additional information needed to provide a context.
  5. Your mini teaching presentations should include materials (visuals, games, handouts, etc.) needed for teaching it.
  6. Post your videotaped 10-minute mini lesson and accompanying materials to your D2L discussion group along with a copy of your lesson plan and your reflection of the teaching demonstration for review by your group members.

  Group Member Feedback:

  Group members are responsible for viewing each video posted by their group members (approx. 4-5 videos) and providing feedback in the discussion forum to their peers. Comments should focus on evaluating how well the goals articulated by the presenter at the beginning of the talk have been fulfilled. Group members can also comment on other aspects of the presentation that they may deem important.

  The way in which feedback is given and received contributes to the learning process. Feedback should be honest and direct, constructive, focusing on the ways the presenter can improve, and containing personal observations.

  When you are giving feedback, try to:

  • Be specific rather than general. For example: rather than saying “You weren’t clear in your explanations,” indicate where he/she was vague, and describe why you had trouble understanding him/her. Similarly, instead of saying: “I thought you did an excellent job!” list the specific things that he/she did well.
  • Be descriptive and specific, rather than evaluative. For example: you would avoid starting the sentences with “you,” it is better to start with “I,” and so you can say: “I understood the model, after you showed us the diagram.”
  • Describe something the person can act upon. Making a comment on the vocal quality of someone whose voice is naturally high-pitched is only likely to discourage him/her. However, if the person’s voice had a squeaky quality because he/she was nervous, you might say: “You might want to breath more deeply, to relax yourself, and that will help to lower the pitch of your voice as well.”
  • Choose one or two things on which the person can concentrate. If the people are overwhelmed with too many suggestions, they are likely to become frustrated. When giving feedback, call attention to those areas that need the most improvement.
  • Avoid conclusions about motives or feelings. For example: rather than saying: “You don’t seem very enthusiastic about the lesson,” you can say, “Varying your rate and volume of speaking would give you a more animated style.”
  • Begin and end with strengths of the presentation. If you start off with negative criticism, the person receiving the feedback might not even hear the positive part, which will come later.

  When you are receiving feedback, try to:

  • Be open to what you are reading. Being told that you need to improve yourself is not always easy, but it is an important part of the learning process. Although you might feel hurt in response to criticism, try not to let those feelings dissuade you from using the feedback to your best advantage.
  • Ask for specific examples if you need to. If the critique you are receiving is vague or unfocused, ask the person to give you several specific examples of the point he/she is trying to make.
  RUBRIC FOR THREADED DISCUSSIONS

  Dimension	0 (Needs improvement)	1 (Basic)	2 (Proficient)	3 (Exemplary)	Score
  Participating in Threaded Discussion(s)
  Initial Post	Several inaccuracies or misconceptions. Minimal discussion of related concepts. Posted late at the end of the discussion period.	No inaccuracies expressed, but few concepts presented and little effort to stimulate thought. Posted after the due date for the initial post.	Accurate; several concepts addressed in a manner that stimulates thought. Timely posting.	Accurate; integrates breadth of concepts across the readings/ sites and stimulates thought. Timely posting.
  Participates/ Stimulates Additional Conversation	Posts only once or twice at the end of the discussion period. No attempt is made to stimulate additional dialogue.	Participates only 2-3 times at the end of the discussion period. Yes/no questions are posed related to other posts.	Participates 4-5 times throughout discussion. Open-ended questions are posed related to colleagues’ posts.	Participates multiple times throughout. Suggestions are made for investigating new questions related to colleagues’ posts.
  Sensitivity Towards Others Views	Conveys antagonistic attitude toward view of colleagues, or ignores view(s).	Simply acknowledges views of others.	Acknowledges views of others and conveys respect for those views.	Conveys open-mindedness and respect for the views of colleagues. Seeks the views of others.
  Reflection on Application in K-12 Classroom	Reflection is vague with little relation to assigned readings. No steps for application.	Reflection is not well connected to readings, but does include application.	Reflection is thoughtful, well connected to readings and application steps are articulated.	Reflection and application are thoughtful, well articulated. Strong connection to and integrates concepts across readings.
  Writing Mechanics	Several instances of improper grammar, sentence structure, and/or spelling.	A few instances of improper grammar, sentence structure, and/or spelling.	Well-constructed sentences and minimal errors in grammar and spelling.	Sentences are well-constructed. Excellent grammar, and no misspelled words.

   

  VISITATION FORM

  Make sure that you keep a journal and take detailed notes when you visit each site so that you are able to provide plenty of detailed examples of student/student, student/teacher, and teacher/teacher interactions and details that support your report. The report should provide details on evidence-based practices observed, application of concepts and theories that you are learning in your coursework, as well as your reflective comments on what you saw or did.

  PART I: Introduction

  1. Name of facility
  2. Location of facility
  3. Primary type of exceptionality served by this facility
  4. Time you spent at the facility in hours
  5. Name and phone number/email of person to verify your attendance
  6. What is the main purpose of this facility/organization? Give a description of what goes on here.
  7. Why did you select this place for a visit?

  PART II: Body of Report

  1. In your report, you should provide a description and analysis of the following:
  1. The setting: Describe the size, layout, and arrangement of the room, number of teachers/teacher aides, number of students, etc.
  2. The students: Provide information on the number of students in the class, age, grade, disability, and characteristics. Identify any differences in learning needs and styles of the students, as well as any examples of how the teacher adapts approaches and instructional opportunities to meet these needs.
  3. Curriculum: Describe the curriculum used as well as its appropriateness for the learners.
  4. Instruction: Describe instruction, planning, and adaptations provided. Provide examples that illustrate how the teacher used understanding of the students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences (e.g., drawing explicit connections between subject matter and community matters, making assignments that can be related to students’ experiences and cultures).
  5. Academic performance of students: What did you learn from the evaluation reports and IEPs about the academic performance of the students? Did classroom performance (what you observed or what the teacher reported) correspond with the testing results?
  6. Social/ behavioral performance of students: In addition to student social and behavioral performance, describe the behavior management techniques that you saw used. What type of classroom management plan was in place? Did students have behavior intervention plans? Were these based on functional behavioral assessments? What techniques that you learned from your college coursework did you observe? Were they implemented correctly?
  7. Verbal and nonverbal communication techniques and assistive technology devices: Describe communication strategies used to convey ideas and information, in asking questions (e.g. restating ideas and drawing connections), in questioning techniques used to probe understanding, and those used to help learners articulate ideas and thought processes. Describe the use of visual, aural, and kinesthetic cues. Describe any assistive technology or augmentative communication devices used to support communication (e.g. PECS, Dynavox, Big Mac).
  8. Least restrictive environment: Explain why you believe that the students’ placements meet/do not meet the least restrictive environment principle. Provide support for your position.
  9. Collaboration and teaming: Describe the roles of the special education and general education teachers, the roles of any paraprofessionals (aides), and/or the roles of related services personnel that were involved. In this section, you should also describe your experience working with your cooperating teacher and planning the lesson that you taught integrating technology. Describe the process of planning and getting feedback as well as your relationship with the teacher evolved over the 15-week semester.
  2. Make sure that you provide examples and details to illustrate the points that you make. In addition, consider whether what you see, hear, and feel is consistent with what you know are best practices for working with students with exceptionalities and consistent with what you are learning in your coursework.

  PART III: Conclusions and Reflections

  1. What was learned from the visit and how will it help you as a special education major? Provide specific examples of what you saw.
  2. What positive things did you observe at the facility? Again, provide specific, detailed examples of what you saw and then provide an explanation as to why you believe this to be positive.
  3. If you could change something at this facility, what would it be? Explain why.

  Scoring Rubric Field Experience Report

  Name: _________________
  Semester/Year: __________

  Rating
  Context/Setting	0	1	2	3
  Students	0	1	2	3
  Curriculum	0	1	2	3
  Instruction	0	1	2	3
  Academic Perf	0	1	2	3
  Social/Beh Perf	0	1	2	3
  Verbal/Nonverbal/AT	0	1	2	3
  Instruction	0	1	2	3
  Least Restrictive Environment	0	1	2	3
  	0	1	2	3
  Professional Presentation	0	1	2	3
  Conclusions /Reflection	0	1	2	3
  EBPs/Connections Coursework	0	1	2	3
  Overall	0	1	2	3

  Scoring Rubric Field Experience Report

  	Unsatisfactory (F) Response is inadequate and needs a lot of improvement in terms of detail, descriptions, and knowledge and use of best practices.	Basic (C) Candidate lists and describes context and setting.	Proficient (B) Candidate provides illustrations as examples and compares and contrasts what they observe with what they have learned in coursework.	Distinguished (A) Candidate describes, analyzes, and evaluates the context and setting in relation to what has been learned about evidence based practices in this area.
  	0	1	2	3
  STANDARD 2: LEARNING ENVIRONMENTS
  A. Setting and Context i.e., size, layout, and arrangement of room, number of teachers/teacher aides, number of students	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking in details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides detailed description that: demonstrates a thorough understanding of the characteristics of exceptional learners shows understanding of interrelationships among the characteristics of exceptional learners and their implications for the provision of services
  B. The Students Provide information on the number of students in the class, age, grade, disability, and characteristics; identify any differences in learning needs and styles of the students, as well as any examples of how the teacher adapts approaches and instructional opportunities to meet these needs.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking in details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description that demonstrates a thorough understanding of learner differences reflects current, research-based knowledge of learner differences shows understanding of interrelationships among learner differences and the need to individualize instruction to provide meaningful learning opportunities shows consistent adjustment of learning opportunities and instruction to address the diverse needs of learners when necessary
  C. Curriculum Describe the curriculum used as well as its appropriateness for the learners.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides detailed examples and illustrations that: support understanding of curriculum, instruction, planning, and IEP goals and objectives provides a list of the perceived objectives of the lesson, observed using behavioral terminology, and determines their congruence with students’ IEPs
  D. Instruction Describe instruction, planning, instructional strategies and adaptations provided; provide examples that illustrate how the teacher uses understanding of the students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences [e.g., drawing explicit connections between subject matter and community matters, making assignments that can be related to students’ experiences and cultures.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions	Response is sufficient and adequate but is missing minimal information and some details and descriptions	Provides a detailed description of: how student performance was assessed and monitored during the lesson, including grading methods and how progress is reported effective teaching methods and environmental factors observed including theories of instruction and instructional strategies observed appropriateness of curriculum as well as its relationship to the general curriculum accommodations made for students with disabilities
  E. Academic Performance of Students What did you learn from the evaluation reports and IEP about the academic performance of the student? Did classroom performance (what you observed or what the teacher reported) correspond with the testing results?	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions	Provides detailed examples and illustrations that support understanding of the evaluation report, academic testing and how this relates to curriculum, instruction, planning, and IEP goals and objectives for students provides a detailed description of the students’ behavioral, academic, and social performance during the observation
  F. Social/ Behavioral Performance of Students In addition to student social and behavioral performance, describe the behavior management techniques that you saw used. What type of classroom management plan was in place? Did students have behavior intervention plans? Were these based on functional behavioral assessments? What techniques that you learned from your college coursework did you observe? Were they implemented correctly? ESP 339: Discuss implementation of preference assessment completed with student to include how data have been used and can be used.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description that demonstrates a thorough understanding of methods of classroom management used provides detailed examples of interrelationships among teacher-student interactions and implications for creating a positive learning environment reflects current, research-based knowledge of instruction
  G. Verbal and Nonverbal Communication Techniques and Assistive Technology Describe communication strategies used to convey ideas and information and in asking questions [restating ideas and drawing connections; using visual, aural and kinesthetic cues]; questioning techniques used to probe understanding, help learners articulate ideas and thought processes; assistive technology or augmentative communication devices used to support communication [eg. PECS, Dynavox, Big Mac]. Discuss implementation of app to include description of app and student selected for, what skill and content area, how selected, effectiveness, social validity info.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking in details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description that demonstrates a thorough understanding of differences in language development and their impact on the learner provides a detailed description of technologies used in the classroom to include assistive and augmentative communication devices reflects current, research-based knowledge of assistive technologies and effective communication skills explains in detail implementation of app, including description of app and student selected for, what skill and content area, how selected, effectiveness, social validity info
  STANDARD 7: COLLABORATION
  D. Instruction Describe instruction, planning, instructional strategies and adaptations provided; provide examples that illustrate how the teacher uses understanding of the students’ families, cultures, and communities as a basis for connecting instruction to students’ experiences (e.g., drawing explicit connections between subject matter and community matters, making assignments that can be related to students’ experiences and cultures).	Response is inadequate and needs a lot of improvement in terms of detail, descriptions, and knowledge and use of best practices.	Response is satisfactory and is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description of: how student performance was assessed and monitored during the lesson, including grading methods and how progress is reported effective teaching methods and environmental factors observed including theories of instruction and instructional strategies observed appropriateness of curriculum as well as its relationship to the general curriculum accommodations made for students with disabilities
  H. Least Restrictive Environment Explain why you believe that the students’ placements meet/do not meet the least restrictive environment principle. Provide support for your position	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory and is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description of: the extent to which the students observed are included with their non-disabled peers and also the appropriateness of these placements how supports and services are provided to students in the least restrictive environment
  I. Collaboration and Teaming Role of the special education and general education teacher, role of any paraprofessionals (aides) or related services personnel that are involved. Describe planning, implementation, and evaluation of co-teaching lesson taught in class to include reflection on what you learned about the co-planning, teaching, and assessment process.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a detailed description of: the collaboration and teaming observed to include types of co-teaching structures and collaborative methods used during instruction the roles and responsibilities of both the special and general educators as well as support staff in these settings planning, implementation, and evaluation of co-teaching lesson taught in class described to include reflection on what you learned about the co-planning, teaching, and assessment process
  STANDARD 6: PROFESSIONAL LEARNING AND ETHICAL PRACTICE
  J. Professional Presentation of Report	Not professionally presented with multiple grammatical, spelling, or punctuation errors.	Professionally presented with some use of appropriate terminology. Some grammatical, spelling, or punctuation errors.	Professionally presented with frequent use of appropriate terminology. Very few grammatical, spelling, or punctuation errors.	Professionally presented with consistent use of appropriate terminology. No grammatical, spelling, or punctuation errors.
  K. Conclusions and Reflections 1. What was learned from the visit and how will it help you as a special education major? Provide specific examples of what you saw. 2. What positive things did you observe at the facility? Again, provide specific, detailed examples of what you saw and then provide an explanation as to why you believe this to be positive. 3. If you could change something at this facility, what would it be? Explain why.	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	All topics and questions are addressed with several relevant examples and details: reflections on positive and negative teaching practices observed show detailed integration of evidence-based theory and practice as well as how these will apply to candidate’s own practice consistent application of current literature about educational issues, trends, and practices
  L. Depth of Reflection, Use and Understanding of Evidence-Based Practices	Response is inadequate and needs a lot of improvement in terms of details, descriptions, and knowledge and use of best practices.	Response is satisfactory but is lacking details and descriptions.	Response is sufficient and adequate but is missing minimal information and some details and descriptions.	Provides a thoughtful description of: reflections on field experience as a whole detailed integration of evidence-based theory and practice as well as how these will apply to candidate’s own practice consistent application of current literature about educational issues, trends, and practices

   

  Mini-Teaching Lesson Grading Rubric
  Criteria	Exemplary (3)	Proficient (2)	Satisfactory (1)	Unsatisfactory (0)	Pts.
  Presentation	Enthusiastically presents lesson material using a variety of teaching strategies. Accessible to several learning preferences. Conducts lesson in professional but relaxed manner.	Straight-forward and concise presentation of lesson material. Some recognizable teaching strategies. Conducts lesson in professional manner.	For the most part, clear presentation of material. Limited attention to varied teaching strategies and learning preferences.	Dry, unclear presentation. No variety in teaching strategies. Disregards multiple learning preferences.
  Engagement	High level of active student responding. Keeps students clearly interested and involved throughout lesson.	Moderate level of active student responding. Students attend and are interested throughout.	Limited opportunities for active student responding. Inconsistent student attention and interest.	Lacking opportunities for student responding. Students are disinterested, uninvolved.
  Organization	Highly organized. Excellent transition between aspects of lesson. Objectives completed within time frame. Materials ready and prepared	Organized. Good transitions. Objectives completed within time frame. Materials ready	Somewhat organized. Somewhat choppy transitions. Objectives completed but went slightly over or under time. Searches for materials	Lacks organization/no apparent organization. Severely over or under allotted time
  Content Knowledge	Exemplary demonstration of content in an easy, logical, understandable progression. When presenting, uses vocabulary that is both high and low level to address all students. Can precisely answer questions and relate them to subject matter. Asks varied, appropriate, higher and lower level questions of students.	Presents content in an easy, understandable, logical progression. When presenting, uses vocabulary that is both high and low level to address all students. Can precisely answer questions and relate them to subject matter. Uses a variety of questions.	General understanding of content and presents it in a somewhat logical manner (but not expert content knowledge). High/low vocals are used On the whole, can answer questions, but cannot always answer all and be able to relate them to content.	Presentation of material that is not easy to follow and seems haphazard. Language is either too difficult or too simple and doesn’t address all learning levels. Can’t answer students’ questions.
  Confidence	Appears comfortable 100% of time. Does not demonstrate anxiety in body or verbal language. Presents effortlessly, naturally, with ease.	Appears comfortable 75% of the time. 1–2 instances of anxiety in body or verbal language. Presents information with stability.	Appears comfortable 50-75% the time. 2–3 instances of anxiety in body or verbal language. Presents with awkward pauses.	Appears comfortable less than 50% of the time. More than 3 instances of anxiety in body or verbal language. Presents with awkward pauses.

  Verification Form—Teaching Lesson Plan & Implementation

  Directions for Candidates:

  Fill out the top part of this form before giving it to the teacher for verification.

  Candidate Name: ________________________________________________

  School: ________________________________________________

  Teacher Name: ________________________________________________

  Grade Level: ____________ Lesson Topic: ________________________

  Technology used: _____________________________________________________________

  Brief Reflection of Lesson (including strengths/weaknesses):

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  Directions for Teacher:

  Please complete this form in regard to the teaching lesson plan and implementation.

  Place an “X” in the box based on the rating for each category:
  5=Excellent   4=Good   3=Fair   2=Needs Improvement   1=Unsatisfactory

  		5	4	3	2	1
  1	Candidate scheduled an appropriate time with teacher, completed, and submitted co-teaching lesson plan in a timely manner.
  2	Lesson plan followed an appropriate format and addressed teacher identified skill (behavioral, social or academic)
  3	Implementation of plan showed clear evidence of planning and preparation
  4	Candidate integrated technology in lesson
  5	Candidate appropriately requested that teacher complete verification form

  Please include brief comments:

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

   

  _________________________________________
  Teacher’s Signature

  Your University Here
  College of Education: Department of Special Education
  Address

  Classroom Teacher Final Evaluation

  Candidate Name: ________________________________________________

  School District: ________________________________________________

  School: ________________________________________________

  Teacher Name: ________________________________________________

  Grade Level: ____________ Type of Support Program: _______________

  Please complete the evaluation in regard to the University candidate’s overall professionalism throughout the semester. Please share and discuss ratings with the observation candidate. Important Note: If you rate the candidate in the 1 or 2 category, please explain the rating in the comment section provided on this form.

  Place an “X” in the box based on the rating for each category:
  5=Excellent   4=Good   3=Fair   2=Needs Improvement   1=Unsatisfactory

  		5	4	3	2	1
  1	Punctuality – The candidate arrived and departed the classroom at the times scheduled on the confirmation form.
  2	Dependability – The candidate visited the classroom on the days indicated on the confirmation form.
  3	Interest – The candidate demonstrated interest in being in the classroom and working with students.
  4	Initiative –The candidate demonstrated initiative consistently.
  5	Dress – The candidate was dressed appropriately when in the classroom. (Candidates should not wear jeans, t-shirts, tennis shoes, etc.)
  6	Assistance – The candidate assisted when asked by the classroom teacher and followed all teacher directions
  7	Professionalism – The candidate completed assignments without interrupting the instructional process
  8	Professionalism – The candidate interacted with students and the classroom teacher in a respectful and professional manner.

  Comments: Please provide a few comments about this candidate:

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

  _______________________________________________________________________________________________________

   

  __________________________________________ ______________
  Name/Signature    Date