ASSESSMENT RUBRIC:



The University of Montana

School of Education - Department of Curriculum & Instruction

Teacher Education Program – Special Education Endorsement

SPECIAL EDUCATION STUDENT TEACHING AND PORTFOLIO ASSESSMENT RUBRIC

TO EARN A PASSING GRADE, THE STUDENT TEACHER MUST EARN A RATING OF EXEMPLARY OR COMPETENT IN A MINIMUM OF 13 REQUIREMENTS BELOW:

|REQUIREMENTS |Exemplary |Competent |Minimally Competent | |Minimally Competent | |

|1. RESUME |Resume is 2 pages or less and is visually appealing; |Resume is 2 pages or less; brief, concise description and|Resume exceeds 2 pages, lacks focus and is disorganized; | |Resume exceeds 2 pages, lacks focus and is disorganized; | |

|Rating _____ |focused accurate information is included; relevant |focused, accurate information is included; relevant |wordy and/or inaccurate information is included; verb | |wordy and/or inaccurate information is included; verb | |

| |professional experience is highlighted; and it contains |professional experience is highlighted; verb tenses match|tenses do not match; punctuation is not consistent | |tenses do not match; punctuation is not consistent | |

| |all professional elements of a resume such as: a) a clear|throughout; punctuation is consistent throughout the |throughout the document; and all or many elements of a | |throughout the document; and all or many elements of a | |

| |objective, b) evidence of related experience, c) level of|document; and most elements of a professional resume are |professional resume are missing. | |professional resume are missing. | |

| |education and certifications, as well as other germane |included. | | | | |

| |skills (i.e., computer proficiency, foreign language, | | | | | |

| |volunteerism, educational associations and/or | | | | | |

| |memberships, etc.). | | | | | |

|2. GOALS FOR SPECIAL EDUCATION STUDENT TEACHING |Goals are measurable and clearly focused: they reflect |Goals are measurable and attainable, communicate |Goals are unrealistic and/or lack focus; goals are not | |Goals are unrealistic and/or lack focus; goals are not | |

|Rating ____ |high standards as well as a clear understanding of best |thoughtful intent, and demonstrate relationship to prior |measurable, and are not related to prior goals that have | |measurable, and are not related to prior goals that have | |

| |practices in the field of special education; professional|goals that have been achieved. |been achieved. | |been achieved. | |

| |growth is evident. | | | | | |

|3. PROFESSIONAL CONFERENCE, IN-SERVICE ATTENDANCE, OR|Description includes a summarized reflection of the |Description includes a summarized reflection of the |Failure to attend one of the required professional | |Failure to attend one of the required professional | |

|POLICY MEETING REACTION PAPER |activity attended as well as a discussion of the overall |activity attended as well as a discussion of the overall |development opportunities; minimal description of event | |development opportunities; minimal description of event | |

|Rating _____ |importance of professional development; |importance of professional development; adequate |is provided; reflection about issues and/or documentation| |is provided; reflection about issues and/or documentation| |

| |reflects clear understanding of value of professional |documentation is present; activity occurred while student|of activity is missing; and/or activity occurred prior to| |of activity is missing; and/or activity occurred prior to| |

| |development; recognizes impact of issues on educators, |was active in the Teacher Education Program. |admission to the Teacher Education Program. | |admission to the Teacher Education Program. | |

| |students, curriculum and policy; identifies any | | | | | |

| |controversial issues involved; adequate documentation is | | | | | |

| |present; activity occurred while student was active in | | | | | |

| |the Teacher Education Program. | | | | | |

|4. BEHAVIOR MANAGEMENT PLAN |Positive Behavior Plan (PBP) describes the current |Positive Behavior Plan (PBP) describes the current |Positive Behavior Plan (PBP) describes the current | |Positive Behavior Plan (PBP) describes the current | |

|Rating ____ |problem of negative behavior that interferes with the |problem of negative behavior that interferes with the |problem of negative behavior that interferes with the | |problem of negative behavior that interferes with the | |

| |learning process and identifies specific strategies for |learning process and identifies strategies for |learning process; identifies some strategies for | |learning process; identifies some strategies for | |

| |encouraging responsible behavior implementation for a |encouraging responsible behavior implementation for a |encouraging responsible behavior implementation for a | |encouraging responsible behavior implementation for a | |

| |period of three weeks. |period of three weeks. |period of three weeks. | |period of three weeks. | |

|5. CLASSROOM MANAGEMENT PLAN FOR A GROUP OF STUDENTS |Plan builds from a well-articulated philosophical |Plan discusses philosophy and specifics of physical, |Plan description is generalized, superficial, and does | |Plan description is generalized, superficial, and does | |

|OR ENTIRE CLASSROOM |understanding of what is needed to promote an effective |instructional, procedural, time, behavioral, and |not demonstrate understanding of the use of a variety of | |not demonstrate understanding of the use of a variety of | |

|Rating ____ |learning environment for all students and includes |psychosocial management strategies to more effectively |management strategies to facilitate effective learning | |management strategies to facilitate effective learning | |

| |realistic, specific, management strategies for |address prevention and intervention activities in |environment for individuals, as well as the whole class. | |environment for individuals, as well as the whole class. | |

| |addressing the physical, instructional, procedural, time,|facilitating effective learning environment for | | | | |

| |behavioral, and psychosocial needs of environment and |individuals, as well as the whole class. | | | | |

| |students. | | | | | |

|6. TWO EXAMPLES OF FORMAL ADMINISTRATION OF A TEST |Test(s) selected measures all specific areas of |Test(s) selected measures the majority of the areas of |Test(s) selected do not measure all areas of educational | |Test(s) selected do not measure all areas of educational | |

|Rating ___ |educational needs including suspected disabilities, such |educational needs including suspected disabilities, such |needs including suspected disabilities, such as: academic| |needs including suspected disabilities, such as: academic| |

| |as academic performance, health, social and emotional |as academic performance, health, social and emotional |performance, health, social and emotional status, motor | |performance, health, social and emotional status, motor | |

| |status, motor abilities, and communicative status; |status, motor abilities, and communicative status; |abilities, and communicative status; breach of | |abilities, and communicative status; breach of | |

| |maintain confidentiality of test results regarding |maintains confidentiality of test results regarding |confidentiality of test results regarding | |confidentiality of test results regarding | |

| |abilities/disabilities. |abilities/disabilities. |abilities/disabilities. | |abilities/disabilities. | |

|7. TWO-THREE EXAMPLES OF INFORMAL ASSESSMENT OF A |Student learning progress is clearly documented through |Selection of student work is documented in relation to |Inclusion of student work is random, without a specific | |Inclusion of student work is random, without a specific | |

|STUDENT |pre-post test assessment; work samples reflect successful|IEP instructional goals, and various assessments used to |connection to IEP, class instruction or assessment | |connection to IEP, class instruction or assessment | |

|Rating____ |instruction; frequent assessments and a variety of |document learning progress. |documentation is incomplete. | |documentation is incomplete. | |

| |assessments consistently document progress or lack of | | | | | |

| |progress for meeting the student’s IEP . | | | | | |

|8. DEVELOPMENT OF IEP’s TO ASSESS TWO STUDENTS OR |Provides thorough documentation and clear description of |Provides documentation of participation in two actual |Does not provide documentation of satisfactorily | |Does not provide documentation of satisfactorily | |

|PROVIDE TWO CASE STUDIES |participation in two actual IEPs (under supervision of |IEP’S or case studies (under supervision of classroom |completing (under supervision of classroom teacher) | |completing (under supervision of classroom teacher) | |

|Rating_____ |classroom teacher) which clearly demonstrate |teacher) which clearly demonstrate understanding of |participation in two actual IEP’S (if possible) or case | |participation in two actual IEP’S (if possible) or case | |

| |understanding of prereferral, referral, role of |prereferral, referral, role of collaboration, evaluation |studies relevant to student-teaching assignment. | |studies relevant to student-teaching assignment. | |

| |collaboration, evaluation (with kinds of assessment data |(with kinds of assessment data and tools used), plan | | | | |

| |and tools used), plan development (including clear |development (including clear specific goals and | | | | |

| |specific goals and objectives), implementation, and |objectives), implementation, and monitoring. | | | | |

| |monitoring. Documentation provides evidence that | | | | | |

| |student-teacher had some hands-on experience with the | | | | | |

| |process and is able to articulate a good understanding of| | | | | |

| |the philosophical bases and strategies utilized to | | | | | |

| |conduct effective IEPs. | | | | | |

|9. MONITOR STUDENT(s) IEP PROGRESS |Documents the student’s progress towards achieving the |Frequently and systematically documents progress of |Is not consistent in documenting the student’s progress | |Is not consistent in documenting the student’s progress | |

|Rating ____ |short-term objectives/benchmarks (when applicable) or |student based on the short-term objectives/benchmarks |towards achieving the short-term objectives/benchmarks | |towards achieving the short-term objectives/benchmarks | |

| |goals that indicate the content or skill to be learned |(when applicable) or goals that indicate the content or |(when applicable) or goals that indicate the content or | |(when applicable) or goals that indicate the content or | |

| |according to the timeline established in the student’s |skill to be learned based on the student’s IEP. |skill to be learned according to the timeline established| |skill to be learned according to the timeline established| |

| |IEP and the normal reporting period established by the | |in the student’s IEP and the normal reporting period | |in the student’s IEP and the normal reporting period | |

| |school district for all students. | |established by the school district for all students. | |established by the school district for all students. | |

|10. EXAMPLE OF LESSON PLAN MODIFICATIONS AND/OR |Lessons or programs are regularly modified by identifying|Lessons or programs are generally modified by identifying|Very few lessons or programs indicate modification by | |Very few lessons or programs indicate modification by | |

|PROGRAM |the specific content or skill to be mastered for the |the specific content or skill to be mastered for the |identifying the specific content or skill to be mastered | |identifying the specific content or skill to be mastered | |

|MODIFICATIONS |subject and grade level, and the instructional method and|subject and grade level, and the instructional method and|for the subject and grade level, and the instructional | |for the subject and grade level, and the instructional | |

|Rating____ |materials or resources are selected to accommodate the |materials or resources are selected to accommodate the |method and materials or resources are selected to | |method and materials or resources are selected to | |

| |student(s). If appropriate, technology is incorporated to|student(s). If appropriate, technology is incorporated to|accommodate the student(s). If appropriate technology is | |accommodate the student(s). If appropriate technology is | |

| |enable the student to learn the concepts or skills. |enable the student to learn the concepts or skills. |incorporated to enable the student to learn the concepts | |incorporated to enable the student to learn the concepts | |

| | | |or skills. | |or skills. | |

|11. MIDTERM REFLECTION ON STUDENT TEACHING |Self-evaluation shows personal development related to |Self-evaluation shows assessment of progress connected to|Self-evaluation is generalized, superficial; not | |Self-evaluation is generalized, superficial; not | |

| |goals set in field experiences. Reflection provides |goals set in field experiences. Reflection is |connected to goals set in prior field experiences. | |connected to goals set in prior field experiences. | |

|Rating_____ |in-depth assessment of strengths, challenges, interests. |thoughtful, specific. | | | | |

|12. EXAMPLES OF ASSISTIVE TECHNOLOGY USED FOR |Assistive technology fits the needs of the individual |Assistive technology is somewhat effective in meeting the|Assistive technology does not demonstrate | |Assistive technology does not demonstrate | |

|INSTRUCTIONAL PURPOSES |student to improve functional capabilities based on the |needs of the student based on the student’s IEP. |Improvement in the student’s functional capabilities as | |Improvement in the student’s functional capabilities as | |

|Rating _____ |student’s IEP. The technology is easy to adapt and use. |Additional training is required to maximize its potential|set forth in the IEP. | |set forth in the IEP. | |

| | |use. | | | | |

|13. GUIDELINES FOR SUPERVISING A PARAEDUCATOR |Paraeducator knows and observes the chain of command for |Paraeducator is able to identify the immediate supervisor|Paraeducator is not always clear who the immediate | |Paraeducator is not always clear who the immediate | |

|Rating ____ |each setting including specific roles, classroom |for each setting, understands the specific roles, |supervisor is. Frequently does not understand specific | |supervisor is. Frequently does not understand specific | |

| |schedule, policies, goals and objectives for each |classroom schedule, policies, goals and objective based |roles, classroom schedule, policies, goals and objectives| |roles, classroom schedule, policies, goals and objectives| |

| |student’s IEP including a weekly schedule of planned |on students IEP. |for IEP for students. | |for IEP for students. | |

| |classroom learning activities and modifications for | | | | | |

| |student learning. | | | | | |

|14. FINAL REFLECTIVE ESSAY ON TEACHING AND LEARNING |Philosophy is articulate and thoughtful, reflecting |Views of teaching and learning reflect goals and |Views of teaching and learning are unclear, unexamined, | |Views of teaching and learning are unclear, unexamined, | |

| |careful assessment of learning, experiences and beliefs. |incorporate learning from both the curriculum and |generalized and unrelated to person’s experience or | |generalized and unrelated to person’s experience or | |

|Rating _____ |Voice is strong, professional dispositions are identified|classroom experiences, including student teaching. |goals. Artifact is from application to student teaching;| |goals. Artifact is from application to student teaching;| |

| |and shaped by ethical codes. | |doesn’t incorporate learning from student teaching. | |doesn’t incorporate learning from student teaching. | |

|15. OVERALL PORTFOLIO PRESENTATION QUALITY |Overall portfolio exhibits creativity; visually |Well-organized, attractive presentation; elements reflect|Poorly organized collection; many writing inaccuracies, | |Poorly organized collection; many writing inaccuracies, | |

|Rating _____ |appealing; organized sequential fashion; demonstration of|professional quality and writing and include appropriate |careless presentation, and lack of documentation. | |careless presentation, and lack of documentation. | |

| |exceptional writing and effective presentation skills, |documentation. | | | | |

| |e.g., technologically advanced format. | | | | | |

Rev. 1-30-08

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Candidate_______________________

Semester: Fall________Spring______

Assigned level: __Elementary __Middle School, or __ High School

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