Scoring Sheet for Preservice Teachers Exit Portfolio University of Nebraska-Lincoln Name: Cassie Houser____________________________________________ Date: 4/20/14______________________

CEC Initial Level Special Educator Preparation Standards Standard #1. (Learner Development and Individual Learning Differences). The preservice teacher demonstrates how exceptionalities can interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities. Standard #2. (Learning Environments). The preservice teacher demonstrates the ability to 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. In addition, preservice teachers will be able to use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments and will be able to intervene safely in crisis situations Standard #3 (Curricular Content Knowledge). The preservice teacher demonstrates the understanding of the central concepts, structures of the discipline, and tools of inquiry of content areas they teach. The student can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities. In addition, they will demonstrate the ability to modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Artifacts matches standard

Reflections show application

Language/ grammar

Composite Score

5 5

5 5

5 5

15 15

15

CEC Initial Level Special Educator Preparation Standards

Artifacts matches

Reflections

Language/

Composite

standard

show application

grammar

Score

Standard #4 (Assessment). The preservice teacher will use multiple methods of assessment and data-sources in making educational decisions. They will know how to select technically sound formal and informal assessments that minimize bias and use their knowledge of principles and practices to interpret assessment results and guide educational decisions about students with disabilities. Standard #5. (Instructional Planning and Strategies). The preservice teacher will demonstrate the ability to select, adapt, and use a repertoire of evidence-based instructional strategies to advance the learning of student with exceptionalities. They will show their ability to integrate technologies, including augmentative and assistive communication systems to support instruction assessment, planning, and delivery of instruction. Standard #6 (Professional and Ethical Practices) The preservice teacher demonstrates the ability to continually revaluates on the effects of his/her choices and actions on others (students, patents, and other professionals in the learning community) and recognizes that professional growth and change is the result of systematic reflection and critical inquiry into practice. In addition, the preservice teacher actively seeks out opportunities to grow professionally through life long learning activities. They will finally understand that diversity is a part of families, cultures and school and that complex human issues can interact with the delivery of special education services. Standard #7 (Collaboration) The preservice teacher actively and effectively creates and understands collaborative relationships with school colleagues, families, and agencies in the larger community in culturally responsive ways to address the students learning and well-being, across a range of learning experiences.

15

15

15

15

General Traits

Score

Comments

Additional

Comments

Organization

5
Overall Quality

5
Other:

-organized -proof read the written material -documents are easy to see and read -changed layout on different pages so it wasnt all the same -included a heading quote and a video that applied to teaching philosophy

Required Content: (included/feedback ) Resume

-made changes recommended by teacher -made changes recommended by other students in the class

Philosophy

5 5
-went through the self-evaluation and the scoring sheet to compare the two, made changes when necessary to make sure I was meeting the level 5 criteria

Self-Evaluation

?
Overall Portfolio Score: 130/130 points

Students who receive a score below 2 on any standard/competency may be given an opportunity to revise and resubmit their portfolio.