Alverno College

SPE 615 Field Experience Project Evaluation Form

Self Assessment
Course Description:
Through course experiences, candidates build a commitment to advocacy by learning about the characteristics of specific disabilities with a particular
emphasis on specific learning disabilities, cognitive disabilities and emotional/behavioral disabilities. The developmental manifestations of the
various disabilities will be viewed and analyzed in relation to the development of a typical learner ranging from middle childhood through
adolescence. Studies will look at the causes and etiologies of various disabilities, the impact of cultural and environmental milieu on the student and
family, the effects of medical interventions, and an initial understanding of intervention strategies to accommodate learning, behavioral, social and
emotional strengths and needs.
Course Outcomes:
Drawing upon how exceptional conditions can interact with the domains of human development, students will effectively respond to the
varying abilities and behaviors of individuals with disabilities. (Conceptualization, Coordination, Communication) (CEC Standards: #1
Foundations, #2 Development and Characteristics of Learners, #3 Individual Learning Differences, #5 Learning Environment and Social
Interactions, #6 Language)
Students will accurately apply research-based theories and strategies in demonstrating analysis of their understanding of various dimensions
of learning situations involving students with disabilities. (Conceptualization, Coordination, Communication) (CEC Standards: #1
Foundations, #2 Development and Characteristics of Learners, #3 Individual Learning Differences, #5 Learning Environment and Social
Interactions, #6 Language)
Students will advocate and demonstrate an ongoing commitment to foster relationships with family members, peers and the community in
order to support individual students with disabilities. (Conceptualization, Diagnosis, Integrative Interaction) (CEC Standards: #1
Foundations, #3 Individual Learning Differences, #5 Learning Environment and Social Interactions, #7 Instructional Planning, # 8
Assessment, #9 Professional and Ethical Practice, #10 Collaboration)

Following is a rubric of the criteria for the SPE 615 Field Experience Project
Phases
Distinctive
Proficient
Emerging
Inadequate
(exceeds standard)

Phase I:
Describes Context setting
according to designated
criteria.
Describes how data will
influence lesson design

(meets standard)

I believe that I have presented the

information for Phase I proficiently. I
met the standard by providing the
context of the setting and how the data
will influence the design of my lessons.
For example, it is important for me to
acknowledge that the school I teach at

(minimally
meets standard)

(does not meet

standard)

has a large Hispanic population and the

implications that has on my lessons
vocabulary, prior knowledge,
familiarity, text, Etc.
I believe that I demonstrated proficiency
in the area of providing an observed
student and their academic and
developmental needs. The academic and
developmental needs highlighted the
accommodations and modifications
made for the student in their
individualized education plan.

Phase II:
Identified, observed and
described the academic
and development needs of
a specific student to plan
and prepare instruction
Phase III:
Develops lessons and
proficiently teaches
lessons when observed by
the cooperating teacher,
college supervisor, and/or
other school personnel

Phase IV:
Discussed theories and

Both lessons observed by my college

supervisor distinctly demonstrated my
ability to design lessons that meet the
needs of all my learners. The lessons also
demonstrate a variety of ways I
instructionally deliver the material to my
students. For example, my second
observation delivered a lesson on
figurative language through a lyrics
activity and creating a drawing of what
was seen, analyzing the lyrics,
transitioning to the vocabulary in the
memoir the students were reading (that
used figurative language). Students were
provided with an introductory worksheet to
discover the text on their own. An
appropriate brain break broke up the
instruction and helped the students gain
focus again on the last part of the lesson.
Students used technology to listen to the
text (text that peers in the regular
education classroom read) and there was a
closing activity that assessed the two
objectives,
Ive proficiently demonstrated the
ability to discuss theories, strategies

strategies related lessons

taught and meeting the
students needs. Discussed
advocacy and
commitment to families
and communities
Grad Level Writing

(Teach like a Champion) and discuss

advocacy and commitment to families
and communities. I have demonstrated
this ability on the job/field placement by
keeping positive rapport and
relationships with all of my caseload
families and communicating to the
families in a timely fashion. The
discussed theories are present in the
lessons that I teach such as Blooms
Taxonomy. I also demonstrate graduate
level writing by proofreading
assignments before submitting them.