Performance Based Checklist for EDSE 444 Cooperating Teacher Date 10) practicum placement should reflect evidence of satisfactory kn competencies of the Teacher Performance Standards 1-10. Pleas the following scale- N/O = Not Observed; | = Unacceptable; the appropriate column for each competency of Standacds 1-10). Performance Based Checklist for EDSE 444 Rubric Unacepeble (1) Weakuess (2) "Satisfactory @) [Nat Observed ‘The teacher ean ‘The competency has ite | The teacher candidate | The teacher candidate is | The teacher candidate not been observed by | hus received feedback | understands the ableto perform tho | demonstrates skill and the cooperating teacher feedback given for the | particular skill and is | knowledge ofthe may not be regarding the pavtienlar_| particular competency, | developing at he teacher lable tothe teacher date inthe particular practicum placement. (A comment is required for rating.) ‘competency but does rot demonstrate the skill, aut has wot, a yet, developed proficiency in demonstrating the shi salisfactony level of ‘candidate has a good | proficiency, ‘grasp ofthe concept and applies it naturally. ‘There are a total of sixty nine (69) competencies within the ten (10) Teacher Performance Standards, [After scoring each competency ofthe Performance Based Checks, tally the numberof Ys fn each column and ‘enter below, Add the total number of Ys for 3 and 4, TOTAL of 3 +4'=, Jnumber of competencies scored =__x 100= 4 (Circte One) s U (85% a Standard One: Knowledge of Literacy. The special education teacher candidate shall be knowledgeable about student literacy, and the development of reading, writing, speaking, viewing and listening skills, The teacher candidate: ASSESSMENT N |! 2 [ ‘COMPETENCIES OF STANDARD ONE (CEC Standards 4, 6,7)1 Plans and organizes reading instruction, based on ongoing student assessment 1.2 Uses knowledge of ta lage and cognitive development, to guide instructional steetegies. 3. Develops student phonological and linguist skills related to reading (phonemic awareness; pring; phonies, et.) and spelling nstevction, Develops reading comprehionsion skills (comprehension strategies; teary response and analysis ontent area tery; and independent readin). 5. Increases the oral and wten English lngusge acts sil and proficiency (vocabulary and standard English; punctuation, grammar; sentence structure; sptling; and an understanding of the relationship(s) jonally, the teacher candidate: 1.5.1. Designs eficctive research-based on the unique tructional strategies and curricular approaches based and “152. Incorporates Colorado Academic Standards into strategies fr teaching reading and writing Comments: Standard Two: Knowledge of Mathematics. The special education ¢eacher candidate shall be knowledgeable about mathematics and mathematies instruction, and Is able to assist content area teachers in developing students? knowledge and skills in the use of number systems, number sense, geometry, measurement, statisties, probability, ‘mathematical functions and in the use of variables. The teacher candidate: ‘COMPETENCIES OF STANDARD TWO (CHE Standards: 4,7) ie 1. Designs effective research-based instructional strategies and curricular approaches based on the unique strengths and needs of students with disabilities. | | 222 Incorporates Colorado Academic Standards into strategies for teaching mathematics, Comments: Standard Three: Knowledge of Standards and Assessment, The special education teacher candidate shall be knowledgeable about strategies, planning practices, assessment techniques, and appropriate accommodations to ensure student learning in a standards-based curriculum, The teacher candidate: | assessment COMPETENCIES OF STANDARD THREE - (CHC Standards 12,689) Neil {2 [3 |4 « fe ° including rubrics.6 3. Communicates witha variety of stakelioldets about the strengths and lnitations of formal and | informa assesment v seuments; selects and uses these tols in sereenng, pre-referal,referal, and jn the | determination of eligibility for | special education; and to guide instruction. A 3e4_ Assesses, compate, and contrasts the effets ofa wide variety of teaching strategies on studen performance, s. 3.6 Provides offetive verbal and writen feedback wo studens to guile and improve their ncademio Vv performance, as related to meeting content standards and TEP goals/objectives, 6. Prepares students forthe Colorado Measure of Academie Success (CMAS) or Colorado | Alternate Assessment (CoA) and dsteict literacy assessment, acereditation requirements and schoo! district objectives. 9. Collaborates with families and others to collect and report rolovant background data and ieee Et EL eves ELE Begs eo ESEESEELE asia | 10, Uses effective communication skills to explain legal provisions, ethical principles, and basic Vv | | ‘38 Ensures tht instruction is consistent with Colorado Model Content Standards; Colorado ferminology to relevant stakehold Comments: Standard Four, Knowledge of Content. ‘The special education teacher candidate is knowledgeable about the ‘general academic content of, and basic concepts related (0: eivies, economics, foreign language, geography, history, selence, musie, visual arts, and physical education, in order to assist the general classroom teacher with the accommodations necessary for students to leara in those content areas, ‘The teacher candidate: COMPETENCIES OF STANDARD FOUR (CEC Standards: 12,49) 4.1 Anaya nd wes reser bse |__| itstot devo to Students ond th potssionl 42 Collaborates with other school professionals families and students to assist k V | | sccess to needed Teaming accommodations, w|i f2 [3 4 ‘COMPETENCIES OF STANDARD FOUR (Continued) ° | ition of Colorado Academie Stondards through sccommodatios with 43. Supports student weg v acess the unique strengts and needs of students with disabilities from a wide variety of cultures and sovioesonomi backgroundsjv, [cna ‘approaches fo support students in mecting content standards, V/|__ 46 Assisi the genera elassroom teacher with he incorporation of ieray and mat content area insteuetion, ee COMPETENCIES OF STANDARD FIVE (CEC Standards: 345,10) ronment responsive tothe physica social, cog | 1. Proves sa nd ffetve leming V/\" seademis tings ural, and functional needs of stuck te [2 cotkborats wit geen cso aces bot tive caso management pis V Scent | ear ene vit ying tion! ed 3, Determines specific earner needs and instructional delivery strategies to encourage optimal learning xd matches student strengths with appropriate euricu 4. Designs behavior plans that incorporate research-based instructional strategies to teach problem v solving conto Folin an oc ntration skis Wels goal seting and goa ftainment kis 6. Maintains adequate and appropriate data regarding student behavior, fo detennine whether v student actions are & | I | 5, Encourages students to be active self-advocates in their own educational planning, by teaching i estation of a dissbility, andlor to address sue implications in the disciplinary process | 1 ng effective research-based classroom v tion af bavi upp stn ach he I ncods of students, V/|__[59 Understands and applies crisis prevention and intervention strategies, 5.10 Identifies realistic expectations for personal and social behavior is various settings, 5.11 Collaborates with general classroom teachers to evaluate and match learner needs and strengths ‘With appropriate ‘urzculam and instruction stCOMPETENCIES OF STANDARD SIX (CEC Standards: 23,4,5,6,7.10) ity, programming and placement of stents with exceptional leaming needs, 2. Assists in the design and/or modification of standards-based insta to ideniied student need, collaborates with other profesional to acess services that meet theneeds of mers ‘and families from a vara of cules. ional delivery, in response ‘Follows procedures specified in stat, federal and local regulation and policy, and identifies and provides pre-eferral interventions to determine the least restietive learning environment fora student, as determined by the special edication assessment process. '. Understands history and foundations of federal, state, and local poliey and the impact onthe practice of logel equicement that provide the basi for special ed 6. Communicates tea variety of stakeholders about the rights, responsibilities and procedural ‘Makes ethical decisions with regard to pre-eferel, referral, identification, assessment, {instructional and service delivery for students in special edue mplement | individualized edveation programs related to student education, behavior, and transition — including measurable goals/objecives and adaptations based on student need. 10, Collects and incorporates student achievement data into the development of Individualized Flucation Programs IEP) an studeat’s progress report. HL. Consults with appropriate professionals regarding specific medical con terms ofthe effect on 2 student’ leatning/beha vir, Comments:20 Standard Seven. Knowledge of Technology. The special education teacher candidate is knowledgeable about and skilled in technology to support insteuction and enhance learning, The teacher candidate: ASSESSMENT ‘COMPETENCIES OF STANDARD SEVEN (CEC Standards 45718,10) wt [2 [3 [4 ° V/ |_| Proides asitance ro tho genera clasoom teacher wih regard to mull se) of ehology in the delivery of standards-based instruction, unication relevant izes technology to manage student education plans and to com ion to stakeholders. 7S Buswes instruction and support of students with disabilities in theie use of technology skills. Standard Eight, Knowledge of Democracy, Educational Governance and Careers in Teaching, ‘The spectal education teacher candidate is knowledgeable about the relationship of education to democracy, including, but not limited to: the school’s role in teaching and perpetuating a democratic system of government, educational governance; eareers in teachings the relationship(s) between the various governmental entities which erente laws, rules, regulations and policies that determine edueation and special education practices, ‘The teacher candidate: ASSESSMENT COMPETENCIES OF STANDARD EIGHT os (CEC Standard: 9) wi |2 [3 [4 0 other Juding, but not mal provisions, executive legislative, legal and school! federal and sate consti | distiat policies; 2. the soles of elected officials, the public sector and advocacy groups in poli necessary o personal, family and community well-being, nang 8.4 Promotes teaching as a worth career and deseribes the wide variety of eareer paths in edvcation, Q<<780S8 V 185 Evaluates hisher own performance and secesses the professional development options necessary {improve that performance ‘Cominents:a Standard Niue, Knowledge of Diversity. The special education teacher candidate creates an inclusive environment for all students by drawing upon representations from students’ experiences, knowledge and beliefs, The teacher candidate: ASSESSMENT COMPETENCIES OF STANDARD NINE : (CRC Standards: 1869) Nyt j2 (3 |4 7 2 V 9.1 Recognizes and understands how students differ from one another: ‘adetnds sn din and Wenn finds with expo ey Kann ned hose eco gust ave eps vans religious backgrounds and/or other non-dominate groups, 2. Apprcites variations in ele ations, history and veles aos and within v cultures adit effets on eetonships enon iid with exceptional neds, family an schoting. [ 3, Tsaware ofthe fete of cual and linguistic diferenes onthe growth and IV Aoveopment of ndvidals vith neepional neds | 9A Recognizes how anes own cute, behavior, language an persona bises can aet one's |__| eating at can led to | derstanding in a culturally diverse environment |__| 25 Resta ow dominant els tes choos ad ini Comments: Standard ‘Ten, Knowledge of Professional Behavior. The special education teacher candidate conducts him/herself In a professional manner. The teacher eandidate: 1 ZI (CEC Standards: 19) wi [2 [3 [a 10.1 Uses effective models and strategies of consultation, collaboration and communication with students, colleagues, patenis and the commanity. appropriate services for individuals with disal y| 10.3 Applies legal and ethical practices of teaching and ethical responsibility to advocate 0 ois on and evaluates one’s practices obtain 10.8 Demonsirates committent to individuals with exceptional learning needs. orComments: EEE) )\s Zachet Capffidalé Signature Date University Consultant Signature Date