Department of Special Education
University of Wisconsin-Eau Claire
MrDTERM/SUMMER PRACTICUM EVALUATION
LD/MiLD CD / ECSE6-8 / EBD
‘TRADITIONAL PLACEMENTS: Complete this Midterm Practicum Evaluation and mailto the University
Supervisor at midterm. You will also need to complete the Practicum Evaluation Checklist using the
column for midterm and discuss with your student teacher. Do not return the Practicum Evaluation
Checklist to the University Supervisor until after you have completed the final evaluation.
SuMMER/WINTERIM PLACEMENTS: This is the only evaluation you will complete, Please return this evaluation to
‘the University Supervisor at the end of the practicum,
Serre Evaluation summer Evaluation (Winterim Evaluation
Student Teacher _—————u Date Evaluated |. 2] 5
Cooperating Teacher _ KE LLY’ Rose
1. Indicate the student teacher's current level of functioning by checking off in the following
table.
Planning &] Classroom Progress
Instruction |Management| _IEP__| Assessment | Monitoring |Dispositions
Exceeds
lexpectations in x
this area. ] A
|Good, but could
improve in this x
larea,
Not yet *
Iperforming
lacceptably in
this area,
2. Please include a narrative that reports on strengths and weaknesses of the student teacher,
Ifyou are specific enough the supervisor can work on weaknesses during supervised visits.
Continue your narrative on the back side of this page. +
DEMONSTRATES PROFESSIONALISM AND TEACHING
“BEYOND Treat OF A STUDENT ST En OE tees rreere caer HAS
ACTIVELY PARTICIPATED IN THE PLANNING, ORGANIZATION,
Ave IMPLEMENTATION OF Iworviduatized AND Co“TAUGHT
eer N PLANS. 1 DEMONSTRATES EXCELLENT
ESSO 7 :
T Repl RECTIONAL, AND QUESTION ING
Gi eee gnibenTS AND State, He 1S ABLE
SR cco epare Ano Moniry ASSIGNMENTS TO Meer
The Neebs OF A VARIETY OF LEARNERS, j Hes
laa ecer WITH TO EFFECTIVELN ENGAGE
hap THE OPPORTU!
De PROGRESS MONITORING OB IEP WRITING, OVERALL,
ii wal wetparre THE POTENTIAL Fe ANEFFECTIVE EputalDepartment of Special Education Return Practicum
University of Wisconsin-Eau Claire eiabat on Checist
to University
PRACTICUM EVALUATION CHECKLIST Supenvisor after final
LD / MILD CD / ECSE 6-8 / EBD evaluations
Student Teacher f Midterm Eval Date lof2] 5
Cooperating Teacher_ KELL “RoSE Final Eval Date [4fis
‘Check One (x) Per Set of Three
Midterm Final
Wisi
luses his/her knowledge about special education to solve difficult educational
problems creativel
1 [contributes information from coursework or other sources at appropriate times | v7 | ~~
No application of special education content is apparent
WTS 2
articulates why he/she is teaching a lesson and how the skills relate to the scope 3
Jand sequence and future learning
2 [articulates why he/she is teaching a lesson, but does not see the "big picture’ | 7
cannot articulate why he/she is teaching a lesson
WTS 3
independently writes an individualized, educationally useful IEP that contains
measurable goals and benchmarks
3 |writes an individualized, educationally useful IEP that contains measurable goals wale
land benchmarks with assistance
[writes an IEP that contains errors in where information Is placed or how itis
stated
[adapts and modifies (general education) curricula in creative ways that meet
lunique individual needs
4 [adapts and modifies (general education) curricula v
[does not adapt or modify curricula
WTS 4
a variety of settings have been utilized to instruct students in their transition
lgoals
5 |the schooV/classroom setting is the primary place for instruction to occur Z
setting has not been considered in the delivery of transition goals and objectives
systematically promotes generalization of social and academic skills
6 [activities to promote generalization are "hit and miss" or superficial
Ino activities to promote generalization are observed
pacing is brisk during teacher-directed activities and students are actively Y |v
lengaged and frequently interact with the teacher
7 Jpacing is uneven during teacher-directed activities, sometimes there Is too much
teacher talk”
pacing is slow during teacher-directed activities and lessons sometimes boring
Page 1 of 6
Revised 2/26/2013 Italics indicate dispositionsMidterm Final
lesson is highly organized and efficient; no wasted time
lesson has no glaring problems with organization, but includes wasted time
lesson is disorganized; confusion and/or problems with materials take up @
significant amount of class time and create conditions for behavior problems
[successfully manages more than one activity at a time: is "with i
has difficulty attending to several activities at once, but can manage small group,
that he or she is working with or no opportunity to observe
cannot manage even one activity successfully
10
iransitions are smooth and quick
Itransitions are relatively quiet, but longer than necessary
irransitions are often noisy, confusing and longer than necessary
promotes academic engaged time; students are consistently on-task more than
80% of the time
11 |keeps individuals on-task more than 80%, but often groups are on-task less than
80% of the time
both individuals and groups are on-task less than 80% of the time
Wis 5 |
has @ good rapport with and the respect of all students ww
12 |has a good rapport with and the respect of most students
has a good rapport with and the respect of some students |
routinely sets up high expectations and provides feedback to students on how |
lwell they met expectations (positive, contingent, specific reinforcement)
13 [seis up expectations or provides feedback to students; but expectations and [77 |
lreedback do not go together and expectations are minimal
loccasionally sets up expectations or provides feedback to students; feedback,
lwhen provided, is very general (e.g., “good job") and expectations are minimal
[enforces rules without help from cooperating teacher =
14 [enforces rules with help from cooperating teacher, Wa
[cooperating teacher must enforce the rules ae {
knows what behaviors to ignore and how to ignore successfull vd
15 tries to ignore, but ignoring is ineffective
attends to minor misbehavior
lavoids the “criticism trap” or can make appropriate changes to get out of it
independent
16 [recognizes when he or she ts in the “criticism trap,” but cannot get out of it
lis in the “criticism trap” and does not recognize the need for changes
provides consequences that are consistent, appropriate and delivered without | 77 | //
lemotion
17 [provides consequences, but consequences may be inappropriate or delivered
inconsistently; responds emotionally to disruptive students
consequences are ineffective
Revised 2/26/2013 taalics indicate dispositions.
Page 2 of 6Midterm Final
implements behavior modification system by the 3” week or system is well aaa
iconceived and easy to manage
18 [implements behavior modification system by midterm or system is cumbersome
lor was not thought through well enough
implements behavior modification sys. but results are inconclusive or
incomplete
makes changes if the system doesn’t work; increases the sophistication of a
systems as students achieve goals
19 |makes changes if the system doesnt work, but doesn't increase the
sophistication if it does
keeps system in place without changing
interacts positively with students, ratio ts about 5; positive
reinforcement/praise is contingent, specific and varied
20 jinteracts positively with students; but ratio is less than 3:1 or positive we WA
reinforcement/praise tends to be praise is general (good job) or repetitive
interactions are more negative than positive; positive reinforcement/praise does
Inot motivate students
luses problem prevention strategies routinely; prevents problems by referring fo
rules, adjusting the physical setting, proximity, etc; consistently proactive <
21 Juses probiem prevention strategies, but stl reacts to problems thet could have | 7
been avoided
luses problem prevention strategies on a one-time basis usually reactive
WTS 6.
[directions are clear and explicit; checks for student understanding before LIZ
beginning activity
22 [directions are sufficient; but does not check for student understanding
directions are given; but students are confused when beginning an assignment
students are highly successful (generally 90+% accuracy)
23 [students are somewhat successful (about 70-90% accuracy)
[students are unsuccessful (many students make frequent errors)
[provides modeling and guided practice consistently for each new skill and “17
actively leading to high success rates for students
24 [provides some modeling and guided practice, but not enough to ensure
students master new information
insufficient modeling and/or guided practice lead to numerous student errors
‘on independent work
very articulate; verbal communication is clear and English is correct w
25 [expresses self clearly, but occasionally uses incorrect grammar or slang
lverbal communication is frequently unclear, incorrect, or inappropriate
Page 3 of 6
Revised 2/26/2013 Italics indicate dispositions.Midterm Final
WIs7
keeps “week-at-a-glance” plans up-to-date; writes lesson plans as needed; plans|
contain measurable objectives and detailed procedures
Vv |v
26 |keeps “week-at-a-glance" plans up-to-date; rarely writes lesson plans or lesson
plans are vague
week-at-a-glance is not up-to-date, ikes to "wing i"
fransition plan is based on preferences, interests, and needs with IEP goals and
lobjectives directly related; potential outside agencies identified
27 [transition plan identifies preferences, interests, and needs with some
|suggestions for goals and objectives
transition plan is limited to form in IEP packet
N
\
Lao
eaperier
Wis 8
inquires about student's unique characteristics, selects tests and seeks additional]
information about the student on that basis
28 |gives a standard battery of tests with only minor vartations
ives a standard battery of tests
seeks opportunities to practice assessment skills 7
29 assesses students as required w
jappears to be nervous about assessing students
administers and scores standardized tests independently; obtains valid results,
30 [administers and scores standardized tests with help; makes minor errors
[administers and scores standardized tests incorrectly; results are invalid
finds opportunities to conduct direct systematic observation and is able to wa
report data objectivel
Z
31 [needs guidance to conduct direct systematic observation and report results
results of direct systematic observations are invalid
fanecdotal observations contain well-defined behaviors, specific examples and
insightful comments
32 [anecdotal observations are correct and adequate
anecdotal observations are not specific, do not differentiate significant from
nonsignificant events
assessment report is well-written and insightful
33 [assessment report contains appropriate content and needs only minor revisions
lor assessment report not completed
assessment report has errors in English and spelling, but communicates the
information
makes insightful comments about referral and assessment practices T
34 [asks questions about referral and assessment practices in the district wa
follows referral and assessment practices as directed
mai
[designs appropriate curriculum-based assessment measures as needed
35 [gives appropriate curriculum-based assessment measures that have already
been developed, but does not design new ones
gives curriculum-based assessment measures as directed
Revised 2/26/2013 falics indicate dispositions.
Page 4 of 6Midterm Final
36
corrects student errors appropriately; firms and checks for understanding later in
the lesson
~
v
corrects student errors appropriately, But doesn't go back to check for
understanding; correction may or may not be effective
some errors are not corrected; attempts to correct are confusing
37
[diagnosis and remediation of student errors is ongoing and Insightful
diagnosis and remediation of student errors is ongoing, but patterns of errors
may not be detected
\
lvery little diagnosis and remediation of student errors occurs
38
[creates charts and graphs to monitor progress of all groups or individuals; charts
jare neet, informative and easy-to-understand; uses charts to make instructional
decisions
keeps charts and graphs for some groups or individuals
does not keep charts and graphs for most groups or individuals or they are
difficult to read and interpret
39
[distributes independent work that is relevant, at student's level and monitored
lconsistently (collected, evaluated, and returned)
NIN
\distributes independent work that is appropriate; but independent work is not
consistently monitored
independent work is busywork and inconsistently monitored
Wis 9
40
audio/video tapes interactions without being reminded (2-3 completed by
midterm), sets goals and accomplishes them, then sets new goals
audio/video tapes lessons and sets goals to improve interactions
resists audio/video taping (has not completed this assignment by the 7” week)
41
[seeks criticism; and uses feedback to improve teaching skills immediately
QIN
accepts criticism; but doesn't make significant changes in teaching behavior
does not accept criticism; is defensive and makes excuses when given feedback
42
faccurately identifies their own strengths and weaknesses on midterm evaluation
{and lesson plan eveluations; can diagnose errors in teaching behavior
has some sense of whether a lesson has gone well or not, but cannot diagnose
make appropriate changes on their own
consistently over or underestimates their abilities
43
reflects on lessons daily and can use student feedback and behavior
writes reflections as required
does not write required reflections
44
routinely arrives early ancVor stays late
loccasionally arrives early or stays late
usually arrives on time and seldom leaves early
45
demonstrates initiative: participates as needed without being told
[demonstrates some initiative; but often needs direction
follows directions well
Revised 2/26/2013 ltalies indicate aispositions.
Page 5 of 6Midterm Final
46
teacher views herseliyhimself as an effective change gent and has high
expectations for self and for students
v
teacher views herseli/himself as having some responsibilty for student learning,
[but_doesn't know how to respond when a lesson fails
teacher views children’s success or failure as the result of factors outside the
teacher's control
WTS 10
47
conducts appropriate IEP meetings: appears confident
attend
conducts IEP meetings but is hesitant
attends, but does not participate in IEP meetings
ww F partic.
48
[seeks opportunities to participate tn school and faculty activities
willingly participates in schooland faculty activities
articipates in school and faculty activities when required
49
is enthusiastic and energetic
is pleasant and does what needs to be done
[appears to be unenthusiastic and lacks vitality
50
interpersonal relationships with staff are excellent: seeks opportunities to work
with general education staff: doesn't let differences create conflict
interpersonal relationships with most staff are good; works with general
education staff.as necessary
interpersonal relationships with most staff are cordial: but occasionally tense
51
[always uses good judgment in confidential matters without being told
usually uses good judgment in confidential matters
ineeds to be reminded about protocol regarding confidentiality
52
relates well fo parents from different socioeconomic backgrounds: takes the
initiative to communicate positive behavior
has a cordial relationship with parents, but makes je nts
[appears to be intimidated by parents, makes few contacts
53
[can identify which agency would be appropriate team member Job Center, DVR
Social Services, SSI, independent Living, |HE Disability Services, Community
College Staff, or mental health
can identify several potential agencies that may be appropriate team member
cannot identify potential outside agency team member
54
[assumes leadership in collaborations with general educators to provide
modifications and accommodations
collaborates with general educators to provide modifications and
accommodations
provides modifications and accommodations; seldom interacts with general
educators for the benefit of students
Revised 2/26/2013 ealics indicate alspositions.
Page 6 of 6