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 regu larly with teachers of the class , discipline and Guardians in order to tailor e ducational programs to individual needs of each student 4 The teacher meets regu larly and takes into account the suggestions with the class teachers, discipline 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 strategies fo r teaching and learning needs of each student and The learning acquired at two t eaching suits, occasionally, the strategies of teaching and learning needs of ea ch student and the learning acquired three suitable Teachers regularly the strat egies of teaching and learning needs of each student and the learning gained 4 T eachers suits regularly and always so appropriate strategies for teaching and le arning needs of each student and the learning acquired A.3-weighting of each stu dent's progress in planning school activities 1 The professor did not ponder the progress of each student the planning of school activities The teacher ponders second only sporadically, the progress of each student in planning school activi ties 3 The teacher ponders on a regular basis, progress of each student in plann ing school activities 4 Professor ponders regularly and always adequately the pr ogress of each student in planning school activities A.4-Participation in the pr eparation of PIT 1 The professor did not participate in the elaboration of two I TP Professor participates in the preparation of ITP but not make suggestions or establish partnerships for the implementation Professor of PIT 3 participates in the preparation of ITP makes suggestions but does not develop partnerships for the implementation of the PIT 4 The teacher participates in the preparation of I TP, and develop partnerships to offer suggestions for proper implementation 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 Meets regular ly the objectives and guidelines laid down in PEI 4 Meets regularly and very eff ectively, the objectives and guidelines set out in PEI, enriching them with adju stments to improve student performance B.2 - Adequacy of material used at the le vel of functionality of each student at their age level and their cognitive styl e Not a suitable material used to level the functionality of each student at the ir age level and their cognitive style 2 Fits only sporadically, the materials u sed at the level of functionality of each student at their age level and their c ognitive style 3 Fits regularly used materials at the level of functionality of each student at their age level and their cognitive style Fits four, regularly a nd very effectively, the materials used at the level of functionality of each st udent at their level and age their cognitive style B.3-Appropriateness of strate gies and activities to individual measures and targets set out in an IEP not sui table strategies and activities to objectives and measures set out in the IEP an d individual does not employ the use of innovative resources and ICTs Fits 2, on ly sporadically, strategies and activities to individual measures and targets se t out in PEI, using just the use of innovative resources and ICTs Fits 3 regular , strategies and activities to individual measures and targets set out in PEI, r esorting to the use of innovative resources and the ICT 4 Fits regular and very effectively, strategies and activities to individual measures and targets set ou t in PEI, resorting to the use of innovative resources and ICTs B.4-use teaching methods appropriate to the learning strategies of each a student does not imple ment teaching methods appropriate to the learning strategies of each student Feb ruary Implements,€sporadically, teaching methods appropriate to the learning st rategies of each student three Implements regularly teaching methods appropriate to the learning strategies of each student and shows some creativity in using f

our implements, regularly and very effectively, teaching methods appropriate to learning strategies for each student and shows great creativity in their use Feb ruary 1 C.1 - Promoting a climate conducive to learning, welfare and social and emotiona l development of a student A teacher does not contribute to creating a climate c onducive to learning, well being and emotional and social development of student teachers 2 contributes sporadically for creating a climate conducive to learnin g, welfare and social and emotional development of students 3 teachers contribut es regularly to create a climate conducive to learning, welfare and emotional de velopment and social The four student teachers contributes regularly and very ef fectively, to create a climate for learning, welfare and social and emotional de velopment of students C.2 - Creating a work environment conducive to coexistence , respect for others and for individual differences 1 The professor does not con tribute to creating a work environment conducive to coexistence, respect for oth ers and for individual differences and does not provide a stable and friendly re lationship among peers and with adults 2 The teacher contributes sporadically , to create a work environment conducive to coexistence, respect for others and fo r individual differences and provides a stable relationship among peers and with adults 3 The teacher contributes regularly to create a work environment conduci ve to coexistence, respect for others and for individual differences and provide s good value and some emotional moments of positive interaction among peers and with adults 4 The teacher contributes regularly and very effectively, to create a favorable working environment to coexistence, respect for others and for indiv idual differences and provides an emotional tie safe, positive and confidence am ong peers and with adults C.3-promotion of student participation in the construc tion of rules of coexistence and courtesy and internalization of civic values 1 The professor does not promote student participation in the construction of rule s of courtesy and coexistence and civic values in the internalization of 2 The t eacher promotes, occasionally, the students participate in some moments in the l ife of the group that favors education for citizenship, the spirit of mutual hel p and solidarity, involving students in the preparation and implementation of cl ear rules, based on those principles 3 The teacher promotes a regular basis, the students participate in some moments in the life of the group that favors educa tion for citizenship, the spirit of mutual help and solidarity, involving studen ts in the preparation and implementation of clear rules, based on those principl es 4 The teacher promotes, always muto effective, the students participate in so me moments in the life of the group favoring education for citizenship, the spir it of mutual help and solidarity, involving students in the preparation and impl ementation of clear rules, based on those principles C.4-Willingness to listen a nd support the students a professor does not show willingness to listen and supp ort 2 The teacher shows students only sporadically, willingness to listen to the students, but do not develop strategies to support students in March Professor reveals regularly willingness to listen to students, but not always develop appr opriate strategies to support students 4 Teacher shows willingness to always lis ten to students and always develops appropriate strategies 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 The teacher holds two,€only sporadically, the diagnostic evaluati on of student learning 3 The teacher always performs the diagnostic assessment o f student learning, when asked by other teachers 4 Teachers always performs diag nostic assessment of student learning, when asked by other teachers and on their

own initiative D3-assessment work for the adjustment of the teaching and learni ng 1 The professor does not evaluate the work for the adjustment of the teaching and learning 2 The teacher assesses only sporadically, working for the adjustme nt process teaching and learning 3 The teacher evaluates and regularly work with the adjustment of the process of teaching and learning 4 The teacher assesses t he work always for the adjustment of the teaching and learning D.4-promotion ass istance from the students in their self-assessment 1 The teacher does not promot e the involvement of students in their self-evaluation 2 The teacher promotes sp oradically, the intervention of the students in their self-assessment 3 The teac her promotes a regular basis, the involvement of students in their self-assessme nt 4 The teacher always promotes and takes into account the involvement of stude nts in their self-assessment