CALVIN COLLEGE

Teacher Internship Final Evaluation

Special Education: Cognitive Impairment
Form Completed By: Mentor Teacher
Date: 5/1/2017

Student Teacher: Dunn, Kristi Date of Experience: Spring Semester (February - May, 2017)
Cooperating Teacher: Klein, Abbie & Capozzoli, Jill School: Forest Hills Northern High School City:
Grand Rapids, MI
College Supervisor: Phil Stegink
Age Range & Level of Impairment: Ages: 14-18 Level: MOCI & MICI
School Setting: Two classrooms consisting of a total of 24 students with Mild and Moderate Cognitive Impairments for grades 9th
through 12th.
Suburb of Grand Rapids, MI.

Please rate the extent to which the candidate has demonstrated competence by checking the appropriate box.
Include comments at the end of each section to explain your ratings.
Column Key: 4 Exemplary; 3 Satisfactory; 2 Needs Improvement; 1 Unacceptable; N Not Observed
I. PERSONAL CHARACTERISTICS: The Teacher... Rating
A. Shows genuine interest in and empathy for others. 4
B. Demonstrates general intellectual curiosity; asks questions related to theory and practice. 4
C. Meets the expectations of school and community regarding personal appearance. 4
D. Gives evidence of good general health and vitality. 4
E. Demonstrates initiative and leadership. 4
F. Exhibits dependability and punctuality. 4
G. Demonstrates creativity and imagination. 4
H. Listens actively, with attention and comprehension. 4
I. Responds with appropriate judgment, humor, and common sense. 4
J. Adjusts voice projection for volume and clearness according to teaching situation. 4
K. Demonstrates the ability to write in a logical style with appropriate penmanship, grammar, and sentence 4
structure.
L. Demonstrates the ability to communicate information orally in a coherent and logical manner. 4
M. Demonstrates respect for the dignity and worth of diverse ethnic, cultural, linguistic, and economic groups. 4

Comments: Kristi is an outgoing young woman who fit perfectly into our classroom and with our population of students.
Her positive demeanor and enthusiasm made her presence within our classroom a wonderful experience for our students, as
well as our staff.

II. PROFESSIONAL QUALITIES: The teacher Rating

A. Seeks and utilizes suggestions for professional growth. 43
2
B. Shows concern by involvement in the total school program. 41
C. Conducts self in an ethical manner and in ways that are consistent with laws, rules and regulations, local district N
policies, and within-building procedures. 4
D. Demonstrates interest in further professional growth, e.g., by attending staff in-service, participating in
professional organizations relevant to the field of intellectual disability. 4
E. Reflects on and evaluates decisions and actions. 4
F. Uses copyrighted educational material in an ethical manner. 4

Comments: Kristi came to school every day prepared and willing to be flexible. She would accommodate her lessons based
on the group of individuals she was working with that day or hour. Kristi's professionalism was apparent within our
classroom, as well as the school. She asked appropriate questions to her coordinating teachers in order to grow and learn, as
well as stepped in when she was needed. Kristi's ability to go with the flow and have a young, positive outlook on special
education and how to teach these students makes her a great teacher.
 III. FOUNDATIONAL KNOWLEDGE: The teacher... Rating
A. Demonstrates adequate knowledge of human growth and development. 4
B. Exhibits understanding of the unique learning characteristics of students with cognitive impairment. 4
C. Demonstrates an awareness and application of appropriate learning theory. 4
D. Demonstrates understanding of cultural, gender, and economic diversity. 4
E. Demonstrates awareness of medical conditions associated with cognitive impairment. 4
F. Articulates positions on current issues and trends in the education of students with cognitive impairment. 4
G. Behaves in ways that are consistent with a Christian philosophy of education and life. 4

Comments: Kristi's knowledge on the foundation of the education of cognitive impairments was quite strong from the
beginning, as she had been exposed to and volunteered at many different camps, extracurricular activities, and classrooms.
She asked appropriate questions to help her grow and better herself as a teacher. She used many different strategies and
interventions to help in new situations she may have had little exposure to at the time. She researched, as well as visited
many different programs & levels in order to feel as confident as she can within our classroom, as well as moving onto her
own classroom.

IV. ASSESSMENT, DIAGNOSIS, and EVALUATION: The teacher Rating

A. Collects and uses information from formal assessment tools such as adaptive behavior measures and 3
achievement tests. 42
B. Uses informal assessment strategies such as systematic observation, checklists, rating scales, & ecological 1
4
inventories. N
C. Develops and/or uses authentic, curriculum-based assessments to evaluate the results of instruction. 4
D. Uses assessment results for planning appropriate programs, environments, and instruction. 4
E. Considers potential sources of bias when gathering or using assessment data. 4
F. Communicates assessment results clearly and accurately to parents and other professionals. 4

Comments: Krisit is able to accurately and professionally assess students in many different areas and at many different
levels. Whether that was with our reading curriculum, ULS (Unique Learning Systems) or on an alternate state wide
assessment (MI-Access). Krisit helped monitor and/proctor these assessments. She was eager to learn more about this
process and dove right in to help wherever she could.

V. INSTRUCTIONAL CONTENT AND PRACTICE: The teacher... Rating

A. Prepares well-designed lesson plans. 43
2
B. Identifies long-range goals for a given subject area, topic, or theme. 41
C. Identifies and sequences related short-range objectives for a given subject area, topic, or theme. 4
N
D. Constructs and implements integrated, multidisciplinary curriculum. 4
E. Relates specific deficits of students to sequences of skills in various areas of the curriculum. 4
F. Gives directions clearly for carrying out an instructional activity. 4
G. Locates appropriate materials for students with cognitive impairment. 4
H. Uses research-based instructional strategies and approaches, including task analysis, multisensory techniques,
and concrete/manipulative techniques. 4
I. Considers factors which influence acquisition, retention and transfer of learning when designing instruction. 4
J. Teaches functional life skills useful in domestic, vocational, or other community environments. 4
K. Assists students in the use of alternative or augmentative communication systems. 4
L. Uses and maintains orthotic, prosthetic, and adaptive equipment needed by students with multiple impairments. 4

Comments: Kristi would research and plan appropriate lessons for each group she was teaching. She modified assignments
and lessons based on each level as well as how quickly or slowly a lesson needs to go and if she needed to re-evalute how the
lesson is going and make changes accordingly.

VI. PLANNING and MANAGING the TEACHING and LEARNING ENVIRONMENT:

Rating
The teacher...
 A. Establishes and maintains a physically and psychologically safe and healthy learning environment. 4
B. Creates an attractive learning environment. 4
C. Structures the physical environment to provide optimal learning for students with cognitive impairment. 4
D. Incorporates instructional technology in the learning environment. 4
E. Integrates related services such as speech, PT, and OT into the instructional day. 4
F. Organizes routines and procedures that promote efficient use of time. 4
G. Designs and implements community-based instruction. 4
H. Locates and uses assistive devices for students with extensive needs. 4
I. Plans integration experiences for students with and without labeled disabilities. 4
J. Directs activities of the classroom paraprofessional, volunteers, and peer tutors. 4

Comments: Kristi was well-prepared for her lessons and used her resources wisely. She had great presence with her group,
as well as cultivated great learning opportunities for her students.

VII. MANAGING STUDENT BEHAVIOR and SOCIAL INTERACTION SKILLS:

Rating
The teacher...
A. Uses effective classroom management methods and techniques. 4
B. Modifies learning environment (e.g., tasks, schedule, physical arrangement) to reduce inappropriate behaviors. 4
C. Designs instruction that enhances students social participation in family, school, and community activities. 4
D. Integrates social skill instruction into the curriculum. 4
E. Implements procedures to increase student self-awareness, self-control, self-reliance, self-esteem, and self-
determination. 4
F. Recognizes the classroom as a social community and nurtures concern and respect among students for each
other. 4
G. Uses behavioral strategies such as reinforcement, shaping, fading, chaining, and extinction. 4

Comments: Within our large classroom Kristi was able to manage behavior quite well. She would try different ideas and
strategies in order to help lessen a behavior that was negative. She used a positive tone and would never lose her patience.
She would introduce new interventions to help deal with certain behaviors, as well as positively praise the students that were
acting appropriately and following directions.

VIII. COMMUNICATION and COLLABORATIVE PARTNERSHIPS: The teacher... Rating

A. Exhibits knowledge of the continuum of programs and services available for students with cognitive impairment. 43
B. Uses collaborative planning and problem-solving strategies when working with families and with other school 2
4
personnel. 1
C. Demonstrates active listening skills. N
4
D. Collaborates with regular classroom teachers to integrate students with cognitive impairment into various
learning environments. 4
E. Communicates with general educators about characteristics and needs of individuals with mental retardation. 4
F. Establishes and maintains positive, respectful relationships with parents. 4
G. Demonstrates sensitivity to differences in family structures and social and cultural backgrounds. 4
H. Involves parents/guardians in setting instructional goals and charting progress. 4
I. Participates in parent conferences and IEPTs. 4
J. Assists in planning transitions from school to work and to independent living for students with mental retardation. N/A

Comments: Kristi was willing to collaborate with our team as often as she could. She would come to staff meetings, Special
Education Department meetings, as well as IEPs, and conferences. Her willingness and dedication ot learn more about the
collaboration process was amazing and can be used ot her advantage as she goes into her own placement.

SUMMARY COMMENTS: Kristi Dunn was an amazing student teacher at Forest Hills Northern High School. We have felt
so honored to have hosted her in her CI student teacher placement. It felt like she belonged in our room, and made for a
smooth, positive transition for all of our kids. Kristi's fun-loving attitude and dedication to the field of education make her
an amazing Special Education teacher. She has so much knowledge and experience that she should feel confident moving
forward into her own teaching placement.