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Supervisor: R. Hauser
School:
Hornell High
Subject:
mathematics
Grade Level: 9
Observation: 1, 2, 3, __, __
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
1:Learner Development and Individual Learning Differences
Beginning special education professionals understand how
Target: consistently demonstrates a respect for
exceptionalities may interact with development and learning and use
Good
Satisfactory
and understanding of learner differences through
this knowledge to provide meaningful and challenging learning
use of respectful person-first language and
experiences for individuals with exceptionalities
development of appropriate learning experiences.
Good: May need some support to consider learner
X
Key elements:
differences in the development of learning
1.1
Beginning
special
education
professionals
understand
how
experiences.
language, culture, and family background influence the learning of
Satisfactory: requires occasional reminders to
individuals with exceptionalities
consider learning characteristics during lesson
X
1.2 Beginning special education professionals use understanding of
design and occasional reminders to use respectful
development and individual differences to respond to the needs of
person-first language.
individuals with exceptionalities.
Unacceptable: requires consistent reminders to
consider learner characteristics during lesson
development and implementation and to use
respectful person-first language.
Comments: Incorporation of technology helped to address the individual learning differences of the students. Some seemed to require much greater levels of scaffolding and support
than other students. Amie should consider methods of providing scaffolding that may not require individual attention form the teacher, such as models and peer tutoring.
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: Students respond well to Amie, but some were highly frustrated with the content and others were frustrated with the pace of the lesson. Scaffolds in the form of models,
or partial models may have helped to provide the support needed by select students without slowing down the pace of the lesson.
Target
Acceptable
Good
Satisfactory
Unacceptable
exceptionalities
Comments: Amie has a strong understanding of the mathematics content in the lesson and is able to provide review for these students in an interactive format to keep them
focused and engaged.
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 is relevant and meaningful; will provide information to 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
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 lesson was engaging and gave students practice for a test they will soon be having. There were several examples provided of similar problems to allow the
students multiple opportunities to practice needed skills. It would have been beneficial to complete several problems as a group to remind students of the processes needed,
especially in the beginning of the lesson.
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: Amie is approachable and professional. Her students seem to feel very comfortable with her and respond well to her guidance and instruction.
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
Comments Amie collaborates well with her host teacher and other faculty and staff in the building.
Acceptable
Good
Satisfactory
Unacceptable