Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. to KNOW YOUR STUDENTS 1. TC develops a comprehensive understanding of students backgrounds (e.g., cultural, linguistic, ability, interests, etc.) through multiple means, recognizes this diversity as an asset to learning, and utilizes this knowledge to plan instruction that is responsive to this diversity. 2. TC develops a comprehensive understanding of students academic, behavioral, and social needs through a variety of diagnostic assessment practices (both formative and summative assessments) and utilizes this knowledge to plan instruction that is responsive to this diversity. 3. TC integrates student and family input and opinions from the IEP process into daily planning. 4. TC collaborates with special education CT (or team) and general education CTs to plan for, implement, and review accommodations, modifications, and inclusionary supports. 5. TC collaborates with special education CT to examine the IEP goals of three different students with varying needs and determine how the TC can help to provide support through evidence-based practices. Awareness KNOW YOUR CONTENT, STANDARDS & CURRICULUM 6. TC demonstrates in-depth and accurate content knowledge needed to prepare and teach lessons in all curriculum areas appropriate to area of licensure (or seeks content knowledge needed to be prepared). 7. TC analyzes state/district standards to identify the critical attributes that inform the specific knowledge and skills required of students to meet the standard (e.g., unpacking standards). 8. TC uses the district curriculum, including scope and sequence, as a tool for planning instruction, while also carefully considering what they know about students backgrounds & academic strengths & needs. Emerging Basic Proficient Advanced
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 9. TC collaborates with general education and specialized staff to ensure that all students, including students with significant support needs, are included in standards based academic education in the general education classroom with adaptations (chronologically age appropriate education, materials and activities). DEVELOP RELEVANT, INCLUSIVE LEARNING GOALS AND TARGETS 10. TC selects or creates relevant, inclusive learning goals and targets using knowledge of the state standards(including 21 st century learning skills), district curriculum, and grade-level benchmarks as well as knowledge about students backgrounds and academic strengths and needs (including students with IEP objectives). 11. TC selects or creates language objectives (e.g., language processes used in learning like reading, writing, speaking, listening) appropriate to the needs of all learners and connected to the content being learned. 12. TC plans how to communicate the content and language learning goals/targets/objectives to students so that they can articulate what they are learning, why they are learning it, and how they will be successful in demonstrating their understanding. 13. TC identifies and writes learning goals and interventions for a data-driven IEP, Positive Behavior Support (PBS), and Literacy to be implemented in a general education or inclusive setting. 14. TC plans for how IEPs are individualized and monitored, how literacy plans coordinate with literacy goals on an IEP, and how issues of PBS, transition, problem-solving, and self-advocacy are planned. ASSESSMENT 15. TC selects or creates appropriate, high quality summative assessment that clearly aligns with learning goals/targets/objectives, district curriculum and standards.
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 16. TC selects or creates appropriate (developmental, sensitive to cultural, linguistic, and ability differences), high quality formative assessment strategies that provide ongoing information to the teacher and students about student progress towards the content & language goals/targets/objectives. 17. TC intentionally plans for ways to involve students in self-assessment and goal-setting. 18. TC conducts formal and informal assessments for the purpose of Specific Learning Disability (SLD) determination based on the convergence of multiple measures as well as other procedural requirements for entry, exit, or continuation of services within the specific educational system. RIGOROUS & ENGAGING INSTRUCTION 19. TC designs a coherent, aligned sequence of learning opportunities (initially within a lesson and later across multiple lessons within a unit) that enable students to meet the learning goals/targets/objectives through the selected assessment methods. This includes matching appropriate instructional models (e.g., cooperative learning, direct instruction, inquiry) to the learning goals/targets/objectives. 20. TC designs learning opportunities that build on students diverse background knowledge and uses this as a bridge to connect students to the academic and linguistic content that is the focus of the instruction. 21. TC designs multiple opportunities within a lesson for students to be engaged in instructional conversations that allow them to interact and make meaning of the content and language skills being learned. 22. TC plans differentiated learning opportunities to meet students diverse needs (e.g., small group instruction; differentiating the content, the processes students use to learn the content, and/or the ways students can demonstrate their understanding).
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 23. TC provides scaffolds & accommodations (e.g., reading guides, concept maps, graphic organizers, strategic visuals, etc.) that support student learning at increasingly advanced levels so that all students are engaged in rigorous, challenging content that is grade-level appropriate or higher for students above grade level. 24. TC collaborates with other professionals including CT and learning specialists (SPED, ELL, Speech/ Lang., Interventionists, School Psych) to engage in co-teaching models to deliver specific, purposeful instruction to meet the needs of the students. 25. TC expands repertoire of instructional strategies used for a variety of purposes as well as with a range of different types and levels of disability (e.g., error analysis, assessment matched to stages of learning and/or topography of the behavior of interest, self-monitoring, goal-setting, prompting, problem-solving, pro-social development, transition planning, etc.). 26. TC co-plans with an emphasis on instructional strategies and accommodations and co-teaches with general education classroom teacher to provide support for students with identified and not identified needs. PLANNING WITH INTENTIONALITY 27. TC consistently engages in purposeful planning based on student needs (ability, linguistic, social, and emotional) and a clear understanding of how to move students to the next level while meaningfully including all students. 28. TC analyzes and anticipates each step of the lesson to identify potential missteps for those students who need additional scaffolding and next steps for those students who show proficiency or understanding. 29. TC strategically anticipates and plans for the inclusion of positive behavior supports. 1 2 3 4 4
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. 30. TC plans for the use of assistive/alternative communication that is student centered, chronologically age appropriate and in a format that meets the sensory needs of the student (i.e. large print, picture symbols, real objects, sign language). 31. TC identifies how educational opportunities for students with severe needs are embedded throughout the day to increase his/her receptive vocabulary and are evidenced by the student making meaningful choices in a variety of environments. TC: What are your goals in the area of ning for the next internship? Site Teams/Clinical er Comments: Refer to the Quality Urban Classrooms (QUC) Observation Protocol used for coaching observations TC: What are your goals in the area of ing for the next internship? Site Teams/Clinical er Comments:
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: Awareness Emerging Basic Proficient ACADEMIC PERSPECTIVE 32. TC monitors for evidence of student understanding throughout the lesson so that adjustments can be made on the spot. 33. TC collects data using multiple formative assessment strategies (anecdotal notes, observation records, think-pair-share, exit cards, etc.) to record and track student progress. 34. TC provides feedback to students both during and after the learning experience that enables students to monitor and adjust their performance to meet the criteria for success. 35. TC reads verbal and non-verbal cues while teaching (e.g. indicators of engagement, understanding, confusion, etc.) and adjusts accordingly. 36. TC collaborates with CT to provide meaningful communication to families about student progress and learning (e.g. weekly newsletter, positive phone calls home, teacher website, progress reports, daily log). BEHAVIORAL PERSPECTIVE 37. TC actively monitors and attends to all aspects of the learning environment, reinforcing positive behavior and redirecting students focus on the learning. 38. TC collects data regarding behavior using multiple strategies to record and track student progress, which is supportive of the classroom and school expectations. TC: What are your goals in the area of Monitor and for the next internship? Advanced Site Teams/Clinical er Comments:
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: Awareness Emerging Basic Proficient 39. TC individually and collaboratively (e.g. data teams) analyzes and interprets student data (e.g., work samples, formative and summative assessments) and identifies next steps for general instruction and targeted and intensive instruction/ intervention. 40. TC redesigns and reteaches rigorous and coherent instruction by adjusting learning opportunities, interventions, assessment format, etc. for students who did not meet proficiency as well as plans extensions for students who are beyond proficiency. 41. TC reflects on own teaching (in relation to student learning) in order to identify next steps for own professional learning (e.g., seeking out resources, collaborating with specialists, etc.) 42. TC reflects on overall classroom climate and community to identify next steps to support academic and behavioral growth for students and opportunities to have choice, voice in decisions, and autonomy. 43. TC (in collaboration with CT) facilitates grade/department level/school-wide problemsolving processes and protocols using clear data to address the needs of learners who are not making adequate progress. 44. TC actively participates in a staffing (e.g. share assessment data using verbal and visual demonstrations, collaborate on the prioritization of strengths and needs, brainstorm individualized measurable annual goals). 45. TC evaluates the impact of differentiation from multiple perspectives including the social, cultural, linguistic contexts of schooling. 46. TC shows evidence of self-initiated and continued pursuit of knowledge and skills related to various types and severity of disability to understand learners and use this knowledge to support students and families. 47. TC supervises a paraprofessional as s/he provides Advanced
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency and success. Advanced TC can implement on their own & is considered a model for this practice. UCTE Program Windows of Development Special Education: support for one or more students. 48. TC participates actively during the summary, analysis, and interpretation of formal and informal assessment data for the purpose of SLD determination and/or other procedural requirements for entry, exit, or continuation of services within the special education system. 49. TC participates in evaluation of the effectiveness of tiered interventions on students academic, linguistic, and behavioral success. TC: What are your goals in the area of for the next internship? Site Teams/Clinical er Comments: