Pennsylvania Statewide Evaluation Form for Student Professional Knowledge and Practice (PDE 430)
MOSAIC - Special Education 2015-2016
Category I: Planning and Preparation – Student teacher demonstrates thorough knowledge of content and pedagogical skills in planning and preparation, student teacher makes plans and sets goals based on the content to be taught/learned, their knowledge of assigned students and their instructional context.Descriptor / Items for Portfolio / Suggested Artifacts
Knowledge of general curriculum content / X / Covered by prerequisites for program.
Knowledge of pedagogy / X / Evidenced in coursework - I&L 2512 & 2513
Knowledge of Pennsylvania’s K-12 Academic Standards / 1 / Lesson plan that reflects appropriate K-12 Academic Standard(s) matched to lesson objective
Knowledge of students and how to use this knowledge to impart instruction / 1 / Completed Student IEP Matrix (ensure that all identifying information is masked or altered)
Instructional goals reflecting individual IEP’s and/or standards-aligned curriculum / 1 / A lesson plan that reflects and is responsive to content of at least one individual student’s IEP (strengths, current achievement levels, IEP goals, needed adaptations or SDI)
Use of resources, materials, or technology available through the school or district or other source / 1 / Completed Use of Resources Log
Assessments of student learning aligned to the instructional goals and adapted as required for student needs / X / Evidenced in coursework - I&L 2511, 2512 and 2513
Use of educational psychological principles/theories in the construction of lesson plans and setting instructional goals / X / Evidenced in coursework – I&L 2713 & PSYED 2261
Total Pieces of Evidence for Planning & Preparation: / 4 / 2 artifacts for each Formative and Summative Evaluations
Category II: Classroom Environment – Student teacher establishes and maintains a purposeful and equitable environment for learning, in which students feel safe, valued, and respected, by instituting routines and by setting clear expectations for student behavior.
Descriptor / Items for Portfolio / Suggested Artifacts
Expectations for student achievement with value placed on the quality of student work / 1 / Record-keeping systems developed and/or maintained by student teacher; pictures of any displayed student work; list or picture of posted behavior, social, or academic expectations
Attention to equitable learning opportunities for students / 2 / List of academic routines/procedures developed and implemented by student teacher to support learning; lesson plan highlighting environmental manipulations to be made during lesson to enhance student learning; picture of bulletin boards or other visual displays used to support student learning
Appropriate interactions between teacher and students and among students / 1 / Lesson plans detailing use of cooperative learning, flexible grouping arrangements, or peer-mediated strategies; video clips; observations; lesson reflections
Effective classroom routines and procedures resulting in little or no loss of instructional time / X / Evidenced in coursework - I&L 2522
Clear standards of conduct and effective management of student behavior / X / Evidenced in coursework - I&L 2522
Appropriate attention given to safety in the classroom to the extent that it is under the control of the student teacher / 1 / Video clips; observations; lesson reflections; description of safety procedures
Ability to establish and maintain rapport with students / 1 / Observations, lesson reflections, video, or photos of student activities
Total Pieces of Evidence for Classroom Environment: / 6 / 3 artifacts for each Formative and Summative Evaluations
Category III – Instructional Delivery: Student teacher, through knowledge of content and their pedagogy and skill in delivering instruction engages students in learning by using a variety of instructional strategies
Descriptor / Items for Portfolio / Suggested Artifacts
Use of a range of research-based, specialized instructional strategies to support learning of individual students across curricular areas / X / Evidenced I Evidenced in coursework - I&L 2512 & 2513
Integrates Pennsylvania K-12 Academic Standards and/or IEP goals into instruction in special and general education settings / 1 / Lesson plan that reflects appropriate K-12 Academic Standard(s) or identifies and refers to content of individual student’s IEP (strengths, current achievement levels, IEP goals, needed adaptations or SDI)
Clear communication of procedures and explanations of content / X / Evidenced I Evidenced in coursework - I&L 2513 and 2511
Instructional goals that show a recognizable sequence, clear student expectations, and adaptations for individual student needs / 2 / Example of a well-sequenced lesson plan with adaptations designed/listed that meet needs of identified individual student(s)
Use of questioning and discussion strategies that encourage many students to participate / 1 / Video of lesson delivery; lesson plan detailing differentiation of questions; with-in-lesson student performance data
Engagement of students in learning and adequate pacing of instruction / X / Evidenced I Evidenced in coursework - I&L 2513 and 2511
Uses error correction procedures, provides supportive feedback to students, and utilizes a variety of reinforcers and reinforcement methods/schedules / X / Evidenced I Evidenced in coursework - I&L 2509, 2511 and 2522
Use of informal and formal assessments to meet learning goals and to monitor student learning / X / Evidenced in coursework - I&L 2511 and 2512
Flexibility and responsiveness in meeting the learning needs of students / 2 / Lesson plan detailing use of flexible grouping arrangements; lesson plan with adaptations designed/listed that meet needs of identified individual student(s); lesson plans designed using Universal Design for Learning principles
Integrates individual SDI across the curriculum AND Integrates communicative, social, social behavior, motor, and/or functional goals across multiple environments or activities / 1 + 1 = 2 / Example of an individualized lesson plan; lesson plan reflecting SDI or integrated IEP goals
Total Pieces of Evidence for Instructional Delivery: / 8 / 4 artifacts for each Formative and Summative Evaluations
Category IV – Professionalism: Student teacher demonstrates qualities that characterize a professional person in aspects that occur in and beyond the classroom/building.
Descriptor / Items for Portfolio / Suggested Artifacts
Knowledge of school and district procedures and regulations related to attendance, punctuality and the like / X / Evidenced in the coursework - IL 2511
Knowledge of school or district requirements for maintaining accurate records and communicating with families / 1 / Copy of record-keeping document; copy of communication with parents; copy of student-teacher-developed brochure or flyer for a class or school event
Participates in school and/or district events and non-classroom-related teacher duties / 1 / Completed School and District Contribution Log
Participates in district or college’s professional growth and development opportunities / 1 / Completed Professional Development Log
Integrity and ethical behavior, professional conduct as stated in Pennsylvania Code of Professional Practice and Conduct for Educators; and local, state, and federal, laws and regulations / X / Evidenced in coursework - I&L 2503
Ability to cultivate professional relationships with school colleagues and IEP Team members / 1 / Co-teaching lesson plan; section of IEP written by student teacher (identifying information removed)
Knowledge of Commonwealth requirements for continuing professional development and licensure / X / Evidenced in coursework - I&L 2503
Total Pieces of Evidence for Professionalism: / 4 / 2 artifacts for each Formative and Summative Evaluations
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MOSAIC – Special Education PDE-430