PERFORMANCE ASSESSMENT-INSTRUMENT FOR REGISTRATION OF SPECIAL EDUCATION TEACHERA.

1 - Adequacy of Teachers does not promote programs in conjunction with class t eachers, discipline and Guardians, or individual educational programs suited to the specific needs of each student 2 The teacher meets at the beginning of the s chool year with teachers in class, discipline and Guardians in order to tailor e ducational programs to individual needs of each student 3 The teacher meets spor adically, with teachers of the class , discipline and Guardians in order to tail or educational programs to individual needs of each student 4 The teacher meets regularly and takes into account their contributions to the class teachers, disc ipline and Guardians, with the aim to tailor educational programs to individual needs of each student A.2 - Appropriateness of teaching strategies and learning needs of each student and the learning gained a Teachers not appropriate strateg ies for teaching and learning needs of each student and The learning acquired at two teaching suits, occasionally, the strategies of teaching and learning needs of each student and the learning acquired three suitable Teachers regularly the strategies of teaching and learning needs of each student and the learning gain ed 4 Teachers suits regularly and always so appropriate strategies for teaching and learning needs of each student and the learning acquired A.3-weighting of ea ch student's progress in planning school activities 1 The professor did not pond er the progress of each student the planning of school activities The teacher po nders second only sporadically, the progress of each student in planning school activities 3 The teacher ponders on a regular basis, progress of each student in planning school activities 4 The teacher ponders regularly and always adequatel y the progress of each student in planning school activities A.4-Participation i n the preparation of PIT 1 The professor did not participate in the elaboration of two ITP Professor participates in the preparation of ITP but not make suggest ions or establish partnerships for the implementation Professor of PIT 3 partici pates in the preparation of ITP makes suggestions but does not develop partnersh ips for the implementation of the PIT 4 The teacher participates in the preparat ion of ITP, and develop partnerships to offer suggestions for proper implementat ion of a PIT B. - Conduct of school activities B.1. Fulfillment of the objectives in PEI (cur ricular areas and specific content) not meeting the objectives and guidelines in PEI It sporadically, objectives and guidelines laid down in PEI 3 Complies regu larly, objectives and guidelines laid down in PEI 4 Meets regularly and very eff ectively, the objectives and guidelines laid down in PEI B.2 - Adequacy of mater ial used at the level of functionality of each student at their age level and th eir cognitive style not a suitable material used to level the functionality of e ach student at their age level and their cognitive style 2 Fits only sporadicall y, the materials used at the level of functionality of each student at their age level and their cognitive style Fits 3 regularly used materials at the level of functionality of each student at their age level and their cognitive style Fits four, regularly and very effectively, the materials used at the level of functi onality of each student at their age level and their cognitive style B.3-Appropr iateness of strategies and activities measures and individual objectives set out in an IEP not suitable strategies and activities to individual measures and tar gets set out in PEI 2 Fits only sporadically, strategies and activities to indiv idual measures and targets set out in PEI 3 will adjust regularly the strategies and activities measures and individual objectives set out in PEI 4 Fits regular and very effectively, strategies and activities to individual measures and targ ets set out in PEI B.4-use teaching methods appropriate to the learning strategi es for each student no one uses methods teaching strategies appropriate to the l earning of each student February Uses only sporadically, teaching methods approp riate to the learning strategies of each student uses three regularly teaching m ethods appropriate to the learning strategies of each student uses four, regular ly and with great effectiveness, teaching methods appropriate to the learning st rategies of each student February 1 C.1 - Fostering a climate for learning, welfare and social and emotional develop

ment of a student A teacher does not contribute to creating a climate conducive to learning, welfare and social and emotional development of students 2 teachers contributes sporadically, to create a climate for learning, welfare and social and emotional development of students 3 teachers contributes regularly to create a climate for learning, welfare and social and emotional development of student s 4 The faculty contributes regularly and very effectively, to create a climate for learning, welfare and social and emotional development of students C.2 - Cre ating a work environment conducive to coexistence, respect for others and the in dividual differences 1 The professor does not contribute to creating a work envi ronment conducive to coexistence, respect for others and for individual differen ces 2 The teacher contributes sporadically for creating a work environment condu cive to coexistence, respect for others for individual differences and 3 faculty contributes regularly to create a work environment conducive to coexistence, re spect for others and for individual differences 4 The teacher contributes regula rly and very effectively, to create a work environment conducive to coexistence, respect for others and for individual differences C.3-Promoting student partici pation in the construction of rules of courtesy and coexistence and civic values in the internalization of a professor does not promote student participation in building rules courtesy and coexistence and civic values in the internalization of 2 The teacher promotes, occasionally, the students participate in the constr uction of rules of courtesy and coexistence and civic values in the internalizat ion of 3 The teacher promotes a regular basis, students' participation in buildi ng rules of courtesy and coexistence and civic values in the internalization of 4 The teacher promotes regularly and very effectively, the students participate in the construction of rules of courtesy and coexistence and civic values in the internalization of C.4-Willingness to listen and support the students a profess or does not show willingness to listen and support students Professor 2 reveals, only sporadically, willingness to listen to the students, but do not develop st rategies to support students 3 The teacher shows regularly willingness to hear s tudents but do not develop appropriate strategies to support students 4 The teac her always shows willingness to listen to students and develop appropriate strat egies to support students D.1 - Conducting assessments of pedagogical expertise whenever required by regul ar teachers and other 1 The teacher does not perform the specialized educational assessments when requested by regular teachers and two other Teachers do not al ways realize the assessments requested by the educational specialist regular tea chers and other third professor performs at the beginning of the school year and end of each quarter the specialized teaching evaluations requested by regular t eachers and other 4 The teacher conducts assessments when requested by teaching specialized regular teachers and other D.2 - Completion of diagnostic assessment of student learning The teacher does not perform a diagnostic assessment of stu dent learning 2 The teacher performs only sporadically, the diagnostic assessmen t of student learning 3 The teacher always performs the diagnostic evaluation of student learning, when asked by other teachers 4 Teachers always performs diagn ostic assessment of student learning, when asked by other teachers and on their own initiative D3-assessment work for the adjustment of the teaching and learnin g The first teacher does not value the work for the adjustment of the teaching a nd learning 2 The teacher assesses only sporadically, working with the adjustmen t of the process of teaching and learning 3 The teacher evaluates and regularly work with the adjustment of the teaching and learning 4 The teacher assesses the work always for the adjustment of the teaching and learning D.4-promotion assis tance from the students in their self-assessment 1 The professor does not promot e the involvement of students in their self-assessment 2 promotes teaching, occa sionally, assistance from students in their self-assessment 3 The teacher promot es a regular basis€the involvement of students in their self-assessment 4 The t eacher always promotes and takes into account the involvement of students in the ir self-assessment