GRADUATE PRACTICUM EVALUATION {By University Supervisor) Midterm Final ‘Student: ‘Semester: Year: st 1C. ai Beier eee -/é Peete , Grades roeram so Cal - Hab Sheol taught: fe Dosh lait # fact Aous | se U=Unsatisfactory | Distinguished =Proficien Basic a | key | editing ofcient Be Basi (congiee)”” | NO=Not Observed i erarmaseacampetint | Decnsaes wacaR,| Paro wih minal Teme ioe TERRA | ipareneed raceum’ | bepnaing rodicam oman ear eduetionfpactce | student student supervision required | Please check each of the following campetencies in the space that best | represents your judgment of the practicum stucient’s performance in relation to. | | the Wisconsin teaching standors Lipeetereeene ting | Standard 1.Content: The teacher understands the central concepts, tools of | inquiry, and structures of the disciplines she or he teaches and can create | | learning experiences that make these aspects of subject matter meaningful for “ pupils. | Standard 2.Development: The teacher understands how children with broad ranges of abilty learn and provides instruction that supports their intellectual, | |“ social, and personal development. | Standard 3.Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities |) ~ and exceptionalities. Standard 4.Instructional Strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage v children’s development of critical thinking, problem solving, and performance | skillsEXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as itis submitted! (Please use space below for additional observations of performance or to clarify the competency ratings. Limit comments to space provided.) Hannah Pick completed her Cross-Cat Practicum during the first semester of the 20154016 school year at Shullsburg, Wisconsin High School. ‘Hannah appears to be a dedicated self-starter who shows great compassion and concern for each of her students, while at the same time setting high expectations for cach one according to each student's goals. She has the ability to be warm and supportive and demanding at the same time. One of Hannah’s strengths is her desire and ability to work with all staff and have her students included in regular classes with identified support. She is creating very good rapport with staff as she builds her program to correlate with each student's regular classroom placement, In addition she sets expectations that her students communicate with their classroom teachers and with her to identify assignments, timelines etc, ‘Hannah is very aware of the need for her students to develop academic skills and social skills that will allow them to succeed with their age level peers to the greatest extent possible. I see her as a teacher who works hard to provide as much support as possible while making the student, as independent as possible. ‘Hannah’s classroom has several areas for direct instruction as well as independent work areas. She has included comfortable furniture for students to work while not involved in instruction Students are well aware of classroom expectations as they transition in and out of her room, Her classroom is inviting without being visually over-stimulating. Things posted in her classroom help students identify schedules and routines without constant verbal reminders. It was a joy to watch Hannah work in her classroom with several students, in different subject areas and a wide range of ability and achievement levels. Her ability to do this successfully was seen in her planning and preparation of materials. Hannah is also very adept at giving direct instruction to one student while at the same time assisting another seated nearby and also ‘monitoring those who are working independently on homework or doing computer or ipad practice or assessments, Working in a High School Special Needs resource room and giving needed support to such a variety of students takes a great deal of planning and organization, Hannah appears to do this very successfully. Another one of Hannah’s strengths is her desire to lear and her comfort level for asking questions and seeking ideas and opinions for new strategies and techniques to assist her students. She has great rapport with her site supervisor and I am sure she will continue to grow and learn in her career, working with special needs students. 2 One base > Student Signature site supeniisor/Cooperating Teacher Signature L p le Dba. Ok eae) Grmcetyatnenccnae 7 GL im student's portfolio. A signed copy of this form must be included in the pracGRADUATE PRACTICUM EVALUATION (By Site Supervisor/Cooperating Teacher) (Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed cooperating teacher) | Midterm _X_Final Student: Hannah Pick Semester: Fall Year: - 2015 Grades Hours Program: Cross Categorical - Special Education 92 7 Ee taught: complet: ua ey | D=Distingushea Proficient ase punsatistatory | o-wot observed (incomplete) |] reer caren | pedioarart wc, | Peo wi in Tener ore ERO fepermend praca: | begening paccom competency ee dusto/pactce dent det Sipenon ade Please check each ofthe following competencies inthe space that best represents your judgment ofthe practicum student’s performance in relation to the Wisconsin teaching standards. DP 6B uno ‘Standard 4.Content: The teacher understands the central concepts, tools of inquiry, and structures ofthe disciplines she or he teaches and can create x learning experiences that make these aspects of subject matter meaningful for | pupils. standard 2.Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, | * | social, and personal development. ; Standard 3,Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt | x instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Standard 4.Instructional strategies: The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage x children’s development of critical thinking, problem solving, and performance skill Standard 5.Environment: The teacher uses an understanding of individual and | y £r0up motivation and behavior to create a learning environment thatEXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as itis submitted! {Please use space below for additional observations of performance or to clarify the competency ratings. Limit comments to space provided.) Mrs. Pick has done a nice job of integrating new skills and strategies within her classroom. She is eager to lear and asks questions and then applies the recommendations given her. Mis. Pick is knowledgeable about the regular education curriculum as well as the Common Core Standards and ‘Common Core Essential Elements and uses all of these to guide her instruction. ‘She is continually building relationships with her students which is evidenced by their willingness to share and discuss information with her. She is able identify areas of need as well as areas of strength and supports students across multiple settings. She has positive relationships with the families of her students and ensures that they have a voice. She has developed several systems (shared Google docs) that allow her to share/receive information with staff. Mrs. Pick shows excellent time management, instructional planning, and organizational skills. She has adjusted to the structure of having a variety of students with differing needs in her classroom at one time. She plans appropriate activities that integrates technology when appropriate. She maintains appropriate records, relays information to students/families, and ensures that students know what they are working on and why. Mrs. Pick has already enhanced her knowledge of community support programs and agencies as well as her use of data to drive instruction and programming. | would recommend that she continue to increase her knowledge of assessments (formal/informal, summative/formative) as they can provide additional data to ensure the continuous development of her students. Student Signature Aoeom MM beavl Ole -201e University Supervisor Signature Date ‘**** a signed copy of this form must be included in the practicum student's portfolio,