FINAL EVALUATION Professional Phase. Teacher Candidate s Name: ID# Date. Certification area: Special Education. Field Supervisor:

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1 MOLLOY COLLEGE Division of Education SPECIAL EDUCATION FINAL EVALUATION Professional Phase Teacher Candidate s Name: ID# Date Certification area: Special Education Field Supervisor: Clinical Faculty [Cooperating Teacher]: (please print) School: District: Grade: DIRECTIONS: To evaluate the candidate s potential and aptitude to teach, this survey addresses two critical areas: knowledge of content, skills proficiency level[s]. The following ratings are to be used: 0 [No opportunity to observe or evaluate]; 1 [Unacceptable]; 2 [Acceptable]; and 3 [Superior]. Space is also provided at the end of each major section for additional comments or for an optional and specific explanation re: a rating of 1 on an item. Please return the completed form to the Student Teacher for submission to the seminar instructor. EVALUATOR S FINDINGS: Based on numerous classroom observations [formal and informal], evaluation of submitted lesson plans, pre- or post-observation conferences and conversations, discussions with other faculty responsible for supervising this teacher candidate, and a review of the materials supplied by the Molloy Division of Education relative to the Field Experience Program, I have concluded that the teacher candidate identified above:

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3 COMPONENT OF KNOWLEDGE AND SKILLS, OR IMPACT ON STUDENTS BEING EVALUATED: Develops reflective practice grounded in theory and practice. Understands and creates a variety of communication modes to promote student learning and to foster a climate of trust, support and respect in the classroom. Integrates NYS learning standards and the core curriculum into instructional practice and student assessment. Demonstrates an understanding of all curriculum and instructional standards. Employs contemporary research that addresses effective student learning. Identifies and applies leading theorists and research findings in professional education. Develops and implements learning standards and core curriculum using both lesson plans and unit plans. Applies methods of inquiry in the discipline. Fosters student inquiry, engagement, and understanding. Creates opportunities for classroom interaction. Differentiates instruction. Implements developmentally appropriate materials and resources. Establishes a developmentally appropriate classroom management system. Models and supports developmentally appropriate student collaboration. Integrates technology to develop and nurture student knowledge, skills, and dispositions. Creates a community supportive of all learners. Provides developmentally appropriate instruction. Adapts and implements strategies and environments that foster the development and learning of all students. Utilizes multiple assessments, e.g., formal/informal, diagnostic & summative. Provides opportunity for critical thinking and problem solving. EVALUATION / RATING: ADDITIONAL COMMENTS [OPTIONAL]:

4 CEC STANDARDS CONTENT STANDARDS 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues that have historically influenced and continue to influence the field of special education and the education and treatment of individuals with exceptional needs both in school and society. 2. Development and Characteristics of Learners. Special educators know and demonstrate respect for their students first as unique human beings. Special educators understand the similarities and differences in human development and the characteristics between and among individuals with and without exceptional learning needs. 3. Individual Learning Differences. Special educators understand the effects that an exceptional condition 2/ can have on an individual s learning in school and throughout life. Special educators understand that the beliefs, traditions, and values across and within cultures can affect relationships among and between students, their families, and the school community. 4. Instructional Strategies. Special educators posses a repertoire of evidence-based instructional strategies to individualize instruction for individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote positive learning results in general and special curricula 3/ and to appropriately modify learning environments for individuals with ELN. 5. Learning Environments and Social Interactions. Special educators actively create learning environments for individuals with ELN that foster cultural understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals with ELN. 6. Language. Special educators understand typical and atypical language development and the ways in which exceptional conditions can interact with an individual s experience with and use of language. Special educators use individualized strategies to enhance language development and teach communication skills to individuals with ELN. Special educators are familiar with augmentative, alternative, and assistive technologies to support and enhance communication of individuals with exceptional needs. 7. Instructional Planning. Individualized decision-making and instruction is at the center of special education practice. Special educators develop long-range individualized instructional plans anchored in both general and special curricula. In addition, special educators systematically translate these individualized plans into carefully selected shorterrange goals and objectives taking into consideration an individual s abilities and needs, the learning environment, and a myriad of cultural and linguistic factors. 8. Assessment. Assessment is integral to the decision-making and teaching of special educators and special educators use multiple types of assessment information for a variety of educational decisions. EVALUATION / RATING: ADDITIONAL COMMENTS [OPTIONAL]:

5 As a Molloy-designated field supervisor or clinical supervisor / site teacher working with this teacher candidate, I believe that: 1. The teacher candidate shows evidence of possessing those qualifications and characteristics to become a certified teacher for the above-cited reasons and for these additional reasons: [please be as specific as possible] 2. The teacher candidate is not ready to receive the endorsement of the College to become a certified teacher for the following reasons: [please be as specific as possible] Evaluator s signature: Date: Address where to send 1 credit voucher: (please print) JLM Revised May 21, 2007