Anda di halaman 1dari 3

Self-Evaluation Scoring Sheet for Preservice Teachers Exit Portfolio

University of Nebraska-Lincoln
Name: Gabe Ryland

CEC Initial Level Special Educator Preparation Standards


Standard #1. (Learner Development and Individual Learning
Differences). The preservice teacher demonstrates how
exceptionalities can interact with development and learning and
use this knowledge to provide meaningful and challenging learning
experiences for individuals with exceptionalities.
Standard #2. (Learning Environments). The preservice teacher
demonstrates the ability to create safe, inclusive, culturally
responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop
emotional well-being, positive social interactions, and self
determination. In addition, preservice teachers will be able to use
motivational and instructional interventions to teach individuals with
exceptionalities how to adapt to different environments and will be
able to intervene safely in crisis situations
Standard #3 (Curricular Content Knowledge). The preservice
teacher demonstrates the understanding of the central concepts,
structures of the discipline, and tools of inquiry of content areas
they teach. The student can organize this knowledge, integrate
cross-disciplinary skills, and develop meaningful learning
progressions for individuals with exceptionalities. In addition, they
will demonstrate the ability to modify general and specialized
curricula to make them accessible to individuals with
exceptionalities.

Date: November 14, 2014

Quality of
artifact

Reflection

Visuals

Composite
Score

4.67

CEC Initial Level Special Educator Preparation Standards


Standard #4 (Assessment). The preservice teacher will use
multiple methods of assessment and data-sources in making
educational decisions. They will know how to select technically
sound formal and informal assessments that minimize bias and
use their knowledge of principles and practices to interpret
assessment results and guide educational decisions about
students with disabilities.
Standard #5. (Instructional Planning and Strategies). The
preservice teacher will demonstrate the ability to select, adapt, and
use a repertoire of evidence-based instructional strategies to
advance the learning of student with exceptionalities. They will
show their ability to integrate technologies, including augmentative
and assistive communication systems to support instruction
assessment, planning, and delivery of instruction.
Standard #6 (Professional and Ethical Practices) The preservice
teacher demonstrates the ability to continually revaluates on the
effects of his/her choices and actions on others (students, patents,
and other professionals in the learning community) and recognizes
that professional growth and change is the result of systematic
reflection and critical inquiry into practice. In addition, the
preservice teacher actively seeks out opportunities to grow
professionally through life long learning activities. They will finally
understand that diversity is a part of families, cultures and school
and that complex human issues can interact with the delivery of
special education services.
Standard #7 (Collaboration) The preservice teacher actively and
effectively creates and understands collaborative relationships with
school colleagues, families, and agencies in the larger community
in culturally responsive ways to address the students learning and
well-being, across a range of learning experiences.

Quality of
artifact

Reflection

Visuals

Composite
Score

4.67

General Traits

Score

Language

Comments

Additional
Required Content:
(included/feedback)
Resume

Organization

Philosophy
5

Other:

Self-Evaluation

Overall Portfolio Score: 34.34 [composites] + 10 [general traits] = 44.34

Students who receive a score below 2 on any standard/competency may be given an opportunity to revise and resubmit their portfolio.

Comments