= SYRACUSE UNIVERSITY SCHOOL OF EDUCATION End-of-Placement Field Performance Assessment (Decision Point 3B) ‘Canaiéaie’s name] Ryan Brogan | Revenersrame | Bummash, Daviau, Petvanchuk, Raeford, > Smitn, Wendell, Ashby, Song. roorarh SUTRISE 7-12 | Setear Nottingham HS. Decision Pont [mid year [ae Dec 2016, ease assess the candidate's performance on each part of each standar@ and disposition using the folowing scale: ‘The candidate demonstrates: Evidence that the candidate is highly effective at tis stage ofhisiher program. 3 Evidence thatthe candidate is effective a his stage of hisiher program. 2 = Evidence thatthe candidate is developing at tis state of hiner program. vidence thatthe candidate is ineffective at this stage of his/her program" Please refer to the SU-adapted NYSUT Teacher Practice Rubric for description of evidence of “highly effective’, “ffecive", “developing” and “ineffective” practice foreach element indicator rating, Ta Yoni STAT THAGNG SraNans he ach ni arma [pomce 1 ‘Standard 1: Knowledge of Students and Student Learning ‘Teachers acquire knowledge ofeach stent, and demonstrate knowledge of student development andlearaig to promote achievement fog alagudent Element 1: Demonstrates knowledge of child and adolescent development including students ha ‘cognitive, language, social, emotional, and physical levels. Ryan is aware of the nature of 7 ae salaclet niles | 3 | teenage behaviors and how Describes an plans sing knowlege of dele narctrsis of students that wanects to their social ‘Element 1.2: Demonstrates current, research-based knowledge of current research in learning & jp ‘emotional needs. 7 7 Uses strategies to appt amin and language acquisitic 3 Ina 1:1 setting, he acquires Knowledge of students based tn deeper conversations with nt esearch Element 13: Demonstrates knowledge of and is responsive to diverse learning Interests, and experiences of students mnt uverse learning needs ofeach student | 4 | He has learned to take the student's needs into Plans for student strengths, interests, experiences Tlement LA: Acquires knowledge of adividual students from students, \, : caregivers tocahance student ering “ consideration when planning, ‘© Communicates with parents, guardians andor caregivers 3 ‘With support, he created plans Tlement LS Demonstrates nowiedge of nds responsive wo economi, socal cultra gust family, 5 that were developmentally ‘& community factor that influence ise students learning appropriate for CT ELA 11. 3 Incorporates the knowledge of cl, community & envionment ts es bats laut eslestoom 4+ Incorporates muti perspectives _ tinderstanding of support Fiement L6: Demonstrates knowledge and understanding of technology information iteracy andj strategies that allows SWD bow they aft student learning equal access to classroom + Understands technological literacy and its impact on student learning, activities. In the future, he should ‘consider what system she might use to track ongoing communication with parents and families and get them involved in the process of ‘maintaining up to date special ed records. ‘Standard 2: Knowledge of Content and Instructional Planning Rev 08.24.13 1