Supervisor: R. Hauser
School: OIMS
Subject: Science
Grade Level: 6
Observation: 1, 2, 3, __, __
Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.
Target
Acceptable
Unacceptable
2: Learning Environments
Beginning special education professionals 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.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Samantha developed a highly engaging lesson that incorporated content delivery, discussion and a hands-on activity. Students were motivated by the hands-on activity
which provided a visual representation of the inner workings of the respiratory system.
Target
Acceptable
Good
Satisfactory
Unacceptable
exceptionalities
Comments:
Samantha demonstrated very good understanding of the science content as well as excellent pedagogical content knowledge through the use of scaffolding and active learning,.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Lesson assessment is clear and specifies knowledge for mastery. I would encourage an additional assessment be utilized to collect data on targeted IEP goals.
5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Planning is clear and complete and designed to meet the needs of all learners; targets specific IEP goals in social/emotional domains in the context of an academic
lesson.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Samantha has assumed much of the teaching responsibilities in this placement and consistently engages in professional behavior and ethical practice. SHe is open to
new experiences and views every challenge as an opportunity to learn.
7: Collaboration
Beginning special education professionals collaborate with families,
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.
Target
Acceptable
Good
Comments Samantha collaborates with the host teacher and the paraprofessional on a daily basis to best meet the needs of these students.
Satisfactory
Unacceptable