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    Sed Periodic Review Student Teaching

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    Sed Periodic Review Student Teaching

    Uploaded by

    api-240817141
    57 views5 pages

    Original Title

    sed periodic review student teaching

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    © Attribution Non-Commercial (BY-NC)

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    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    57 views5 pages

    Sed Periodic Review Student Teaching

    Uploaded by

    api-240817141

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Siena Heights University Directed Teaching: Periodic Review Student Teacher: ______________________ University Supervisor:______________________ School: ______________________________ Cooperating

    Teacher: ______________________ School Address: ________________________ Principal: _______________________________ _____________________________________ School Phone: ____________________________ Beginning Date: ________________________Ending Date: _____________________________ Subject & Grade Level Responsibilities: ______________________________________________________________________________ ______________________________________________________________________________ Check all that apply: Inclusion ______ Resource Room __________ Self-Contained _________ Three times during the directed teaching, the cooperating teacher formally reviews the progress of the student teacher: during the fourth week, at mid-term, and at the end of the semester. Using a scale from 1-4, 1= unsatisfactory, 2= basic, 3= proficient, 4= distinguished, the cooperating teacher rates each outcome in the review and then confers with the student teacher about the evaluation. In addition, the university supervisor discusses with each of the parties. The outcomes in the review specify the special education program outcomes. Some are more easily experienced and observed than others, therefore, it is understandable that in the fourth week or even at mid-term, the most appropriate rating for some of the outcomes maybe N/Onot observed. The primary purpose of the periodic review is to provide feedback to the student teacher in his or her quest for professional growth. 4th Week Mid-term Final 1. Philosophical, Historical, & Legal Foundations The candidate will be able to articulate philosophical, historical, and legal foundations of special education that are consistent with national, state, and local standards. _______ _______ ________

    2. Causes & Characteristics The candidate will demonstrate knowledge of

    research-based causes & characteristics of individuals with learning disabilities & cognitive impairments (mild to severe). _______ _______ _______

    3. Assessment & Evaluation The candidate will be able to select, design, use, & interpret appropriate assessment, diagnosis, and evaluation techniques that are consistent with research-based information. ______ _______ _______

    4. Instructional Content & Practices The candidate will be able to use instructional content and practices to include assistive technology that are based on research and Best Practices. Areas include, but not limited to: reading skills, language arts skills, math skills, study skills, problem-solving skills, transition, pre-vocational skills, employability, social skills, daily living, & leisure/ recreation. ______ _______ _______

    5. Design, Implement, & Manage Learning Environments The candidate will be able to design, implement, & manage teaching and learning environments inclusive of early childhood through adulthood that stimulate learning in all areas including academic, social, daily living, and prevocational/vocational. ________ _______ ________

    6. Data Collection The candidate will be able to collect, organize, analyze, and transmit data using appropriate management and ethical skills. ______ _________ _______

    7. Collaboration The candidate will develop a sound understanding & application of appropriate communication & collaboration using a number of models in the IFSP/RTI/IEP/ITP/504 process, parent interactions, collaboration, and consultation in school and community settings and situations. _______ _________ ________

    8. Ethics & Professionalism The candidate will consistently demonstrate professionalism and ethical practices in classes and in field setting; recognizing the critical importance of how equity and diversity play in a productive professional setting. ________ _______ _________

    9. Social Interactions The candidate will demonstrate the ability to manage and teach appropriate social behavior and social interaction skills to students with learning disabilities and/or cognitive impairments. ________ _________ ________

    Comments (Week 4):

    Comments (Mid-term):

    Comments (End of term): Please specify the strengths & limitations of the student teacher and appraise his/ her future as a special education teacher.

    Signature of the cooperating teacher: ____________________________/ Date: _____________

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