SPED Mid-Semester and Final Evaluation

Complete this form during the Mid Semester and Final triad meetings. This form is to be filled out at the triad meeting with all parties present.

TEACHING CANDIDATE ASSESSMENT/GOAL SETTING

Date and Time*

Clinical Coach Comments: Teacher Candidate Strengths*

Clinical Coach Comments: Feedback for Growth*

SPED Mid-Semester and Final Evaluation

SPED MID-SEMESTER AND FINAL EVALUATION

MM / DD / YYYY  1  00  AM 

Disagree Agree Strongly Agree

Teaching Candidate takes initiative. *

Teaching Candidate demonstrates professionalism, including the responsible use of social media and other digital platforms and tools (TPE 6.6). *

Teaching Candidate accepts criticism and suggestions. *

Teaching Candidate is punctual and prepared. *

Mentor Teacher Comments: Teacher Candidate Strengths*

Mentor Teacher Comments: Feedback for Growth*

Professional Competencies*

Teaching Candidate respects the attitudes and opinions of others. *

Teaching Candidate demonstrates caring, support, acceptance, and fairness toward all students, families, and colleagues (TPE 6.2). *

Teaching Candidate demonstrates effective classroom management strategies (TPE 2, 6.5). *

Teaching Candidate engages and supports all student in learning (TPE 1, 4). *

Teaching candidate demonstrates proficiency in subject matter, consistent with the California State Standards in the content area(s) of their credential(s) (TPE 3). *

Unobserved: Not yet evident Attempting: Aware, may not be effective Exploring: Attempting, minimally effective Emerging: Consistently attempting, limited effectiveness Developing: Consistently attempting, somewhat effective Item 1:

Section to be completed by Clinical Coach:

Please enter date you verified time log.*

Positive Environment

Item 1: Caring Community

2.1 Promote students’ social-emotional growth, development, and individual responsibility using positive interventions and supports, restorative justice, and conflict resolution practices to foster a caring community where each student is treated fairly and respectfully by adults and peers.

Item 1: Caring Community

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Item 2: Inclusive Learning Environment

2.2 Create learning environments (i.e., traditional, blended, and online) that promote productive student learning, encourage positive interactions among students, reflect diversity and multiple perspectives, and are culturally responsive.

2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.

Item 2: Inclusive Learning Environment

Item 3: High Expectations

2.5 Maintain high expectations for learning with appropriate support for the full range of students in the classroom.

Item 3: High Expectations

Item 4: Positive Behavior Expectations

2.6 Establish and maintain clear expectations for positive classroom behavior and for student-to-student and student-to-teacher interactions by communicating classroom routines, procedures, and norms to students and families.

Item 4: Positive Behavior Expectations

effective

Item 4:

Item 5: Reflection, Assessment, & Self-Assessment

5.3 Involve all students in self-assessment and reflection on their learning goals and progress and provide students with opportunities to revise or reframe their work based on assessment feedback.

Item 5: Reflection, Assessment, & Self-Assessment

Item 6: Funds of Knowledge

1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

Item 6: Funds of Knowledge

Instructional Design and Implementationt

Item 7: Student Motivation, Engagement, & Active Learningy

1.3 Connect subject matter to real-life contexts and provide active learning experiences to engage student interest, support student motivation, and allow students to extend their learning.

Item 7: Student Motivation, Engagement, & Active Learningy

Attempting, Consistently

be effective minimally effective attempting, limited effectiveness attempting, somewhat effective Item 7:

Item 8: Varied Strategies

1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design of Learning (UDL) and Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment.

Item 8: Varied Strategies

Item 9: Research-Based Instruction for Emergent Bilinguals

1.6 Provide a supportive learning environment for students’ first and/or second language acquisition by using research-based instructional approaches, including focused English Language Development, Specially Designed Academic Instruction in English (SDAIE), scaffolding across content areas, and structured English immersion, and demonstrate an understanding of the difference among students whose only instructional need is to acquire Standard English proficiency, students who may have an identified disability affecting their ability to acquire Standard English proficiency, and students who may have both a need to acquire Standard English proficiency and an identified disability.

Item 9: Research-Based Instruction for Emergent Bilinguals

Rigorous and Appropriate Content

Item 10: Critical & Creative Thinking

TPE 1.5 Promote students’ critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection.

Item 10: Critical & Creative Thinking

Item 11: Subject Matter Knowledge

TPE 3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks.

Item 11: Subject Matter Knowledge

Item 12: Content Accessibility

TPE 3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment.

Item 12: Content Accessibility

Item 12:

Item 13: Interdisciplinary Integration

TPE 1.7 Provide students with opportunities to access the curriculum by incorporating the visual and performing arts, as appropriate to the content and context of learning.

TPE 3.3 Plan, design, implement, and monitor instruction consistent with current subject-specific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.

TPE 4.3 Design and implement instruction and assessment that reflects the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, as applicable to the subject area of instruction.

Item 13: Interdisciplinary Integration

Reflection In-Action

Item 14: Monitoring Student Learning & Adjusting Instruction

1.8 Monitor student learning and adjust instruction while teaching so that students continue to be actively engaged in learning.

Item 14: Monitoring Student Learning & Adjusting Instruction

Teacher Candidate Goals*

SIGNATURE

Date*

University Coach’s Signature

By entering my name in this field I acknowledge that I am providing my electronic signature *

Update Cancel

MM / DD / YYYY 

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