Field Experience Edu 789

Tk20 | Field Experience EDU 789 - Fall 2017 (FINAL) 12/15/17, 12(04 PM
EDU 789 - FALL 2017 (FINAL)
DEAF EDUCATION PRACTICUM II EVALUATION RUBRIC

REVISED: 11/4/17
Key
Not Observed: The specic criterion was not demonstrated/observed within the observation time-period (i.e., lesson,
supervision visit, class).
Not Met: The candidate does not demonstrate the behavior described in the criterion when the opportunity and
expectation were present or the opposite to the desired behavior is observed.
Emerging: The candidates behavior shows increasing ability to demonstrate the behaviors described in the criterion.
Meets Expectations: The candidate demonstrates the behavior as described.
GENERAL INFORMATION
Student Teacher: Laura Albenesius
General Education:
Date: 12/06/2017
School: Maryland School for the Deaf, Columbia Campus
Grade Level / Subject: 3-5 writing
Cooperating Teacher: Kristin Reisinger
University Supervisor:
Communication Does Not Meets Emerg-

Meet Expec- ing Expecta- Meets Expec-
tations of Ac- tions of Ac- tations of Ac-
ceptable ceptable ceptable Score/Com
Performance Performance Performance ment
A. Communi- 0 0 1 1
cates with
deaf and hard Does not com- Demonstrates Demonstrates
of hearing municate well use of commu- appropriate
learners with deaf and nication strate- use of commu-
about:blank Page 1 of 21
INTASC 3 hard of hear- gies including nication strate-

ing learners. signed, spo- gies including
ken, and writ- signed, spo-
ten but does ken, and writ-
not show exi- ten (i.e. repairs
bility in match- communica-
ing learners tion break-
communica- downs, varies
tion styles and their register,
abilities. monitors tone)
and communi-
cates in a way
that matches
learners com-
munication
style and
abilities.
B. Attends 0 0 1 1
and responds
to deaf and Does not re- Looks at deaf Responds to
hard of hear- spond or at- and hard of deaf and hard
ing learners tend to deaf hearing learn- of hearing
INTASC 1 and hard of ers and ac- learners in

hearing learn- knowledges substantive
ers in appro- them with and supportive
priate ways. brief, super- ways that scaf-
cial behavioral fold learning
feedback (e.g. and supports
"Good job"). relationships
(e.g. "So you're
saying?" "What
makes you
think so?").
C. Communi- 0 0 1 NA
cates with
families and Does not at- Plans ways to Communicates
communities tempt or make communicate with families
INTASC 10 plans to com- with families and communi-
municate with and community members
families and ty members. (e.g. attending
communities. family and
teacher meet-
ings, writing
notes to fami-
lies, provides
them basic in-
formation
about the cur-
riculum via a
newsletter).
Rubric Score 2
Rubric Mean 1
Descriptive Evidence of Teague communicates very well with all the students she worked with throughout her time in
A. Communicates with deaf my classroom. She was able to adapt her signs and her language based on the students
and hard of hearing learners needs.
Descriptive evidence of Teague attended and responded to all of the students. If she was unsure what they were
B. Attends and responds to talking about she would ask them to repeat it or repeat what they said to make sure she
deaf and hard of hearing understood.
learners
Descriptive Evidence of N/A

C. Communicates with families
and communities
Planning and Preparation Does Not Meets Emerg-

Meet Expecta- ing Expecta- Meets Expec-
tions of Ac- tions of Ac- tations of Ac-
A. Standards, 0 0 1 1
goals and ob-
jectives are Shows no Shows knowl- Standards,
measurable, knowledge of edge of devel- goals and ob-
clear, and ap- developmental opmental jectives gener-
propriate, characteristics characteristics ally reect ac-
and aligned of age group of age group curate knowl-
with planned and content. and content. edge of the
activities and The standards, Objectives content and

assessments goals and ob- may not be developmental
INTASC 6 jectives are not clear or characteristics
appropriate, measurable. of age group.
clear and Objectives are
measurable. clear and
measurable.
B. Learning 0 0 1 1
activities are
aligned with Learning activi- The learning Learning activi-
objectives ties are not rel- activities do ties facilitate
and are com- evant to the not fully ad- reaching objec-
patible to all objectives; dress all deaf tives. Plans
deaf and hard does not con- and hard of learning activi-
of hearing sider deaf and hearing learn- ties that are
learners hard of hear- ers character- compatible to
characteris- ing learners istics and the all deaf and
tics characteristics objective/s. hard of hear-
INTASC 2 in planning for ing learners
instruction characteristics.
Includes pre-
dicted deaf
and hard of
hearing learn-
ers responses
and behaviors
in the plan.
C. Shows evi- 0 0 1 1
dence of con-
tent area The content in Includes mini- Demonstrates
knowledge. the lesson plan mal details accurate con-
INTASC 5 is inaccurate about how the tent knowl-

and unclear; content is edge; provides
does not in- taught, may details on how
clude any de- include minor the content is
tails about content errors. taught.
how the con-
tent is taught.
D. Designs 0 0 1 1
plans that are
accessible for
Plans for learn- Plans include Plans include
all learners
ers learning only one UDL at least two
and reect
experiences do principle (e.g., principles of
the principles
not reect UDL representa- UDL: 1) multi-
of Universal
principles and tion, expres- ple ways to
Design for
is a one-size- sion, or en- represent con-
Learning
ts-all ap- gagement); tent, 2) multi-
(UDL).
proach to demonstrates ple ways to en-
INTASC 2
learning. limited under- gaging learn-
standing of ers, and 3)
various learn- multiple ways
er characteris- for learners to
tics and indi- represent what
viduals inter- they know and
ests, and fami- can do.
ly and cultural
background.
E. Planning is 0 0 1 1
completed
well in ad- Plans are not Plans are com- Plans are pre-
vance completed. pleted and pared prior to
INTASC 9 Plans are not available for teaching and
submitted for review at the submitted for
review. time of the review more
lesson. than 24 hours
in advance. Mi-
nor adjust-
ments are
made to lesson
plans.
Rubric Score 5
Rubric Mean 1
Descriptive Evidence of Teague taught 4 lessons here. Her standards and objectives matched the lessons and
A. Standards, goals and activities that she was completing.
objectives are measurable,
clear, and appropriate, and
aligned with planned activities
and assessments
Descriptive Evidence of All of Teagues activities were connected with the objectives she was teaching. She created
B. Learning activities are activities that were on the students level and that could be adapted for other classes. She
aligned with objectives and made activities in a variety of ways for students to learn- hands on, written, and action.
are compatible to all deaf and
hard of hearing learners
characteristics
Descriptive Evidence of This school year we began with a new writing curriculum. Teague took the time to sit with me
C. Shows evidence of content and review the curriculum and the sessions that she would be teaching. She had a great
area knowledge. understanding of writing and was able to teach and help students with ease.
Descriptive Evidence of Teague incorporated a variety of activities to meet the students needs and to reach her goal.
D. Designs plans that are The students were very involved and engaged in her writing lessons.
accessible for all deaf and
hard of hearing learners and
reect the principles of
Universal Design for Learning
(UDL).
Descriptive Evidence of Teague's planning was complete in advanced. She shared her plans early and shared her
E. Planning is completed well edited plans from day to day before her next day of teaching. She came to school prepared
in advance and ready to teach her lesson.
Assessment Does Not Meets Emerg-

A. Develops 0 0 1 1
and uses
more than Develops and Develops and Creates and
one type of uses inappro- uses assess- uses more
developmen- priate assessment and eval- than one type
tally appro- ment or evalu- uation tools, of assessment
priate assess- ation tools; is but is limited and evaluation
ment and unable to ex- to one type of tools. Explains
evaluation plain why se- assessment how assess-
tools. and evaluation ment tools
INTASC 6 tool (e.g. were selected
lected tools checklist). Ex- or created and

are planation of gives an expla-
appropriate. appropri- nation of how
ateness is they are ap-
supercial. propriate. As-
sessment in-
formation
comes from
the cooperat-
ing teacher
and other
sources (e.g.,
families, peers,
other
personnel).
B. Demon- 0 0 1 1
strates the
ability to ana- Instructional Assessment Assessment
lyze and ap- decisions are results are ac- results are
ply assess- not based on curately ana- used to modify
ment data to assessment lyzed but are instruction for
instruction data. not applied to whole group
INTASC 6 instruction de- and small

cisions group
appropriately. instruction.
C. Develops 0 0 1 1
assessment
tools that Assessments Assessment Assessments
align with ob- are not aligned tools measure tools are devel-
jectives, goals to objectives, objectives, oped to mea-
and stan- goals and goals and stan- sure deaf and
dards standards. dards, but may hard of hear-
INTASC 6 also measure ing learners

unrelated con- performance
tent or skills. on the content,
objectives,
goals and
standards.
D. Maintains 0 0 1 1
systematic
record keep-
Assessment Records data Prepares and
ing and com-
records are on learners maintains sys-
municates as-
not main- performance, tematic
sessment re-
tained. Each but reports records to
sults
assessment is scores in isola- monitor learn-
INTASC 6
treated in tion. Needs ers progress
isolation. frequent moni- that is up to
toring to make date. Reports
sure assess- results as part
ment data is of trend for
entered and whole class or
there are no individual.
errors. Communicates
progress to co-
operating
teacher, fami-
lies, deaf and
hard of hear-
ing learners,
and others as
appropriate.
Rubric Score 4
Rubric Mean 1
Descriptive Evidence of Teague developed a few assessments. Some that were used by the students and a rubric that
A. Develops and uses multiple was used by her. These assessments we to help the students during their lessons and the
developmentally appropriate rubric was for her to grade their writing once the lessons was complete.
assessment and evaluation
tools.
Descriptive Evidence of After review the student rubric with each student and then rereading their rubric and writing
B. Demonstrates the ability to alone, she was able to see what she needed to reteach with each student.
analyze and apply assessment
data to instruction
Descriptive Evidence of All of the rubric, sta and students, we aligned with the standards and objectives she was
C. Develops assessment tools teaching in class. Her lesson was based on character development and show don't tell.
that aligns with objectives, Teague's rubrics showed exactly what she was looking for in their writing based o of the
goals and standards goals that she was set to teach the students.
Descriptive Evidence of With each rubric given to the students, Teague reviewed with them individually. This allowed
D. Maintains systematic record Teague to automatically give the students feedback connected to their writing. When it came
keeping and communicates to grade the nal papers, Teague took her time to thoroughly read through each student's
assessment results paper and grade it accordingly. She gave those grade rubrics do me the day after she had
complete her teaching. She was very good at communication results with me as well as her
students.
Creating and Maintaining a Does Not Meets Emerg-

Positive Learning Environment Meet Expecta- ing Expecta- Meets Expec-
A. Maintains 0 0 1 1
and supports
a community Does not ac- Maintains Models and
of deaf and tively maintain and/or models supports posi-
hard of hear- or model a a positive tive behavior in
ing learners positive learn- learning envi- deaf and hard
INTASC 3 ing ronment, at- of hearing

environment. tempts to in- learners. Class-
tervene and to room manage-
reinforce pro- ment consists
social skills; of a mix of
classroom positive rein-
management forcement and
consists pri- negative rein-
marily negative forcement
reinforcement techniques. In-
techniques tervenes in
(i.e., repri- negative learn-
mands, mov- er behaviors
ing colors on a (e.g., name-
stop light) calling, bully-
ing). Explicitly
teaches pro-
social skills in-
cluding the
concept of
classroom as a
community.
B. Applies and 0 0 1 1
maintains
standards of Does not apply Applies and Applies and
classroom be- nor maintain models stan- models stan-
havior includ- the standards dards of con- dards of con-
ing safety, of behavior duct inconsis- duct that are
self-regula- leading to safe tently. Builds clear to deaf
tion and re- interactions rapport only and hard of
sponsibility with and with some hearing learn-
INTASC 3 among deaf deaf and hard ers. Responds

and hard of of hearing appropriately
hearing learners. to learners.
learners Supports
learners in
meeting these
standards.
Builds rapport
with all learn-
ers and en-
courages safe
interactions,
and self-regu-
lation among
learners.
C. Uses time 0 0 1 1
eectively
and appropri- Most instruc- Begins on time Materials are
ately tional time is and is pre- prepared and
INTASC 9 spent o-task pared for class. lessons begin

or on behavior Most instruc- on time. Most
management. tional time is instructional
Routines and spent on the time is spent
procedures are lesson but rou- on the lesson
not set up in tines are not Candidate fol-
the classroom; used and tran- lows the class
transition be- sition times lead and shifts
tween activi- are chaotic activities when
ties take too and take too they observe
long, class long. student behav-
does not start ior is o. Rou-
on time or
ends too early.
tines and tran-

sition times are
often smooth.
D. Motivates 0 0 1 1
and encour-
ages interac- Does not moti- Is inconsistent Manages con-
tions that vate and en- in planning for icts that arise.
support courage inter- and encourag- Occasionally
learning actions that ing learner uses tech-
INTASC 3 support participation. niques to pre-
learning. Intervenes in- vent negative
appropriately interpersonal
or ineectively interactions.
in response to Implements
deaf and hard motivational
of hearing activities.
learners who
are not en-
gaged or show
challenging
behaviors.
Rubric Score 4
Rubric Mean 1
Descriptive Evidence of Teague did well supporting her students with maintaining positive behavior and
A. Maintains and supports a communication. Throughout her time, she modeled what positive behavior and
community of deaf and hard communication should look like.
of hearing
Descriptive Evidence of Teague maintained our classroom behavior policy. She was a good model and would support
B. Applies and maintains the students where needed. If she was unsure she would ask sta for support before helping.
standards of classroom
behavior including safety, self-
regulation and responsibility
Descriptive Evidence of Teague used her time eectively and appropriately. She was prepared for her lessons and
C. Uses time eectively and would you her available time when students were out of the room to discuss plans or ideas
appropriately with me. She would also use this time to ask questions about students so she could learn
more about them and how to work with them. Teague did well with adapting to the students
needs in class. For example, the class she taught went of the point of the lesson. She did a
fast mini lesson then redirected the students back to their learning goal.
Descriptive Evidence of Teague did well and tried her best to avoid conict between peers. When doing a peer editing
D. Motivates and encourages together, she quickly realized which pairs were not successful and stepped in to support that
interactions that support group. For the next peer reviewed, she changed partners to make sure all the students were
learning able to interact and support each other.
Instruction Does Not Meets Emerg-

A. Uses ap- 0 0 1 1
propriate in-
structional Does not uti- Uses instruc- Uses instruc-
strategies lize appropri- tional strate- tional strate-
and materials ate instruction- gies and mate- gies and mate-
INTASC 8 al strategies rials that are rials that are

and materials appropriate closely aligned
in instruction. for the objec- to the objec-
tives, but is not tives and stan-
yet able to de- dards, and ex-
scribe how plains how ma-
they are dier- terials are dif-
entiated to ferentiated or
meet learner how the princi-
needs or how ples of Univer-
the principles sal Design for
of Universal Learning are
Design for applied.
Learning are
applied.
B. Instruc- 0 0 1 1
tional space
is structured Instructional Instructional Instructional
to promote space is not space is used space is de-

eciency designed for to support signed to sup-
INTASC 3 eciency. learning; mate- port the ow of
Time is wasted rials were pre- activities in the

due to vague pared but were classroom. Di-
instructions, not used e- rections are
materials not ciently; mini- clear enough
prepared, or mal lapses in that deaf and
lack of rou- routine and hard of hearing
tines and structure. learners can
structure. follow them
with little di-
culty, materials
are prepared
and distributed
in an organized
manner, and
routines are
used to sup-
port move-
ment in and
between
activities.
C. Instruction 0 0 1 1
is responsive
to deaf and Does not fol- Adheres to Follows plans
hard of hear- low plans as plans as writ- as written, and
ing learners written, is not ten and does adjusts pacing
feedback responsive to not indepen- or activities
INTASC 8 deaf and hard dently make based on deaf

of hearing adjustments in and hard of
learners feed- pacing or in- hearing learn-
back by not struction ers responses
making appro- based on deaf or formative
priate adjust- and hard of assessments.
ment based on hearing learn- Makes adjust-
their respons- ers responses ments inde-
es or formative or formative pendently, but
assessment. assessments. may require
Only makes correction or
Lessons regu- adjustments prompting by
larly go over when prompt- the cooperat-
time. ed by the co- ing teacher.
operating
teacher.
Lessons typi-
Lessons regu- cally end on
larly go over time.
time.
D. Uses 0 0 1 1
strategies
that promote Does not pro- Use strategies Uses strategies
critical think- mote critical and materials that promote
ing and prob- thinking and tend towards critical inquiry,
lem solving problem solv- knowledge-lev- problem solv-
INTASC 8 ing during el thinking; ing, demand

instruction. questions re- analytical, cre-
sult in minimal ative, and/or
deaf and hard reective think-
of hearing ing but probes
learners re- are supercial;
sponse; limited deaf and hard
feedback. of hearing
learners re-
sponse to in-
quiry is not eq-
uitably spread
across class;
feedback is
provided.
E. Plans for 0 0 1 1
and uses
technology to Does not plan Uses only pre- Uses technolo-
enrich learn- or use technol- sentation soft- gy to support
ing ogy or does ware, such as deaf and hard
INTASC 8 not provide PowerPoint or of hearing

plan for possi- Prezi in plan- learners en-
ble of use ning and in- gagement in
technology struction. instruction.
when technol- Technology
ogy is not If technology is supports at-
available. not available, tainment of
plans for pos- standards and
sible use of objectives.
If technology is
presentation not available,

software are plans for possi-
included. ble use of tech-
nology to sup-
port deaf and
hard of hearing
learners en-
gagement in
instruction and
attainment of
standards and
objectives.
F. Uses a vari- 0 0 1 NA
ety of media
communica- Does not use Uses media Develops
tion tools to media commu- communica- lessons/activi-
enrich visual nication tools tion tools in ties that incor-
and auditory in the instruc- the environ- porate the use
learning tional environment and in- of media com-
INTASC 8 ment (e.g., vis- struction- munication

ual displays) learning tools in a
process, but is learner-cen-
limited to one tered format
format e.g. designed to
only supports empower both
auditory visual and au-
learning ditory learners
use of the
mediums.
Rubric Score 5
Rubric Mean 1
Descriptive Evidence Materials and strategies that Teagure used were appropriate for the group that she was
A. Uses appropriate working with. She made sure the lesson, writing, and reading were all on their level of
instructional strategies and understanding.
materials
Descriptive Evidence Teague did well with her space. She used what was given to her eectively. She had space for
B. Instructional space is the students to come to the board and write as well as for them to be sitting at their desks at
structured to promote the same time.
eciency
Descriptive Evidence Teague was very responsive to feedback. She realized they were not picking up the skill and
C. Instruction is responsive to was able to reteach it. She also added in a new activity before her last lesson but the timing
deaf and hard of hearing did not go as planned. She was responsive to feedback that we should hold it to later. After
learners feedback her lesson, we both discussed and recognized we should have stopped earlier as it was taking
to much time. She jotted down reminders and ideas for next time.
Descriptive Evidence Teague tried a new strategy with her group of students that involved problem solving and
D. Uses strategies that critical thinking. To reach her objective, her students needed to change sentences in show
promote critical thinking and how the character was feeling or to show what something looked like. This was a tough
problem solving concept for the students but she did a great job using dierent strategies to show the
students. Teague used example, role played, modeled, and had students complete practice
sentences before she sent them to try it on their own work.
Descriptive Evidence Teague created a PowerPoint activity for her students to be involved in.
E. Plans for and uses
technology to enrich learning
Descriptive Evidence N/A

F. Uses a variety of media
communication tools to enrich
visual and auditory learning
Professionalism Does Not Meets Emerg-

Meet Expec- ing Expecta- Meets Expec-
tations of Ac- tions of Ac- tations of Ac-
A. Projects 0 0 1 1
motivation
for Instruc- Does not Demonstrates Demonstrates
tion and demonstrate curiously motivation, ea-
learning motivation or about instruc- gerness, ex-
INTASC 9 excitement tion and learn- citement, and
ing from time curiosity about
to time. Shows teaching and
about instruc- limited eort learning

tion and and interest to through inter-
learning. contribute own actions with
ideas and re- others.
ections about Demonstrates
teaching and eort to con-
learning to tribute own
others. ideas and re-
ections about
teaching and
learning to
others
consistently.
B. Seeks for 0 0 1 1
professional
development Does not seek Recognizes Attempts to
opportunities or mention and discusses seek out pro-
INTASC 9 pursuing pro- professional fessional de-

fessional opportunities velopment op-
opportunities but are not portunities
tied to their in- that are tied to
terests, areas their interests,
of needed areas of need-
improvement. ed improve-
ment and
identies
prospective
professional
development
opportunities
locally and/or
nationally.
C. Establishes 0 0 1 1
and main-
tains eective Makes no ef- Interacts ap- Initiates and
working rela- fort to estab- propriately maintains con-
tionships with lish and main- with other tact with a vari-
a variety of tain a working adults when ety of other
other deaf, relationship they initiate deaf, hard of
hard of hear- with others. hearing, deaf-
ing, deafblind, blind, and
and hearing contact. Sel- hearing includ-

adults includ- dom initiates ing colleagues,
ing col- contacts. sta members
leagues, fami- including
lies, commu- teachers,
nity members paraeducators,
and sta in interpreters,
professional and support
situations sta in order
INTASC 10 to solve prob-
lems, to share
or to gain
information,
D. Reects 0 0 1
and self-eval-
uates on in- Has a dicult Provides su- Gathers infor-
struction and time reecting percial reec- mation and
other profes- and self-evalu- tions and self- has an accu-
sional interac- ating on evaluations on rate impres-
tions instruction. own instruc- sion of eec-
INTASC 9 tion. Explains tiveness of in-
what happens struction. In-
but does not terprets
identify areas strengths and
of strengths areas of need-
and areas of ed
needed improvement.
improvement.
E. Demon- 0 0 1 1
strates pro-
fessional Does not Demonstrates Demonstrates
judgment, in- demonstrate limited aware- professional
tegrity, and professional, ness or under- and ethical
ethical stan- judgment, in- standing of standards.
dards tegrity and professional Conveys a
INTASC 9 ethical and ethical sense of self as
standards standards a professional
through dis- rather than as
cussion, ac- a learner.
tion, and/or in-
teractions. Is
emerging in
conveying a
sense of self as
a professional.
F. Demon- 0 0 1 NA
strates ethi-
cal use of so- Use of social Demonstrates Demonstrates
cial media media is un- emerging ethi- professional-
and maintain- professional cal use of so- ism when us-
ing a profes- such as post- cial media by ing social me-
sional online ing inappropri- not posting dia by main-
presence. ate content on condential in- taining positive
INTASC 9 social media formation online pres-

pages e.g. pic- however candi- ence, does not
tures or videos date does not share con-
portraying un- maintain a dential
professional professional information.
behavior or online pres-
posting pic- ence e.g. post-
tures and ing unprofes-
videos of deaf sional content,
and hard of oensive or
hearing learn- derogatory
ers without re- comments on
quired social media.
permission.
Rubric Score 4
Rubric Mean 1
Descriptive Evidence of Teague was very motivated during her time her. She was always asking questions to learn
A. Projects motivation for more and was excited to see and learn how a lesson or topic could be taught. She was also
Instruction and learning very motivated to provide extra support to a student if needed.
Descriptive Evidence of Teague was very interested in many aspects and asked questions bout how our school ran to
B. Seeks for professional learn more about it. She has already mentioned to me that she plans to take a few extra
development opportunities courses next semester to learn more about specic topics that she feels she needs to
improve.
Descriptive Evidence of Teague had a good relationship not only with me but our classroom aide as well. She would
C. Establishes and maintains ask questions and work with our class aide and the students together. When interacting with
eective working us and my coteachers, she remained professional.
relationships with colleagues,
families, community members
and sta in professional
situations
Taegue did a great job reecting on her own instruction. Once her lessons were completed
Descriptive Evidence of she would automatically think about what she did well and what she could improve or what
D. Reects and self-evaluates she would change for next time.
on instruction and other
professional interactions
Descriptive Evidence of Teague demonstrated professionalism throughout her time here.

E. Demonstrates professional
judgment, integrity, and
ethical standards
Descriptive Evidence of
F. Demonstrates ethical use of
social media and maintaining
a professional online
presence.
Role Cooperating Teach
University Supervisor
(Signature)
Cooperating Teacher By checking this box, I am including my electronic signature.

(Signature)
TOTAL
Total Score: 24.0
Total Mean: 1
GRADE
Total Score: 24.0
Grade:

Field Experience Edu 789

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Field Experience Edu 789

Загружено:

Авторское право:

Доступные форматы

Tk20 | Field Experience EDU 789 - Fall 2017 (FINAL) 12/15/17, 12(04 PM

EDU 789 - FALL 2017 (FINAL)

DEAF EDUCATION PRACTICUM II EVALUATION RUBRIC

Student Teacher: Laura Albenesius

School: Maryland School for the Deaf, Columbia Campus

Grade Level / Subject: 3-5 writing

Cooperating Teacher: Kristin Reisinger

Communication Does Not Meets Emerg-

of hearing municate well use of commu- appropriate

learners with deaf and nication strate- use of commu-

INTASC 3 hard of hear- gies including nication strate-

hard of hear- spond or at- and hard of deaf and hard

ing learners tend to deaf hearing learn- of hearing

INTASC 1 and hard of ers and ac- learners in

Descriptive Evidence of N/A

Planning and Preparation Does Not Meets Emerg-

activities and The standards, Objectives content and

knowledge. the lesson plan mal details accurate con-

INTASC 5 is inaccurate about how the tent knowl-

Assessment Does Not Meets Emerg-

INTASC 6 tool (e.g. were selected

lected tools checklist). Ex- or created and

ply assess- not based on curately ana- used to modify

ment data to assessment lyzed but are instruction for

instruction data. not applied to whole group

INTASC 6 instruction de- and small

jectives, goals to objectives, objectives, oped to mea-

dards standards. dards, but may hard of hear-

INTASC 6 also measure ing learners

Creating and Maintaining a Does Not Meets Emerg-

of deaf and tively maintain and/or models supports posi-

hard of hear- or model a a positive tive behavior in

ing learners positive learn- learning envi- deaf and hard

INTASC 3 ing ronment, at- of hearing

classroom be- nor maintain models stan- models stan-

havior includ- the standards dards of con- dards of con-

ing safety, of behavior duct inconsis- duct that are

self-regula- leading to safe tently. Builds clear to deaf

tion and re- interactions rapport only and hard of

sponsibility with and with some hearing learn-

INTASC 3 among deaf deaf and hard ers. Responds

ately tional time is and is pre- prepared and

INTASC 9 spent o-task pared for class. lessons begin

tines and tran-

Instruction Does Not Meets Emerg-

strategies lize appropri- tional strate- tional strate-

INTASC 8 al strategies rials that are rials that are

to promote space is not space is used space is de-

Time is wasted rials were pre- activities in the

hard of hear- low plans as plans as writ- as written, and

ing learners written, is not ten and does adjusts pacing

feedback responsive to not indepen- or activities

INTASC 8 deaf and hard dently make based on deaf

critical think- mote critical and materials that promote

ing and prob- thinking and tend towards critical inquiry,

lem solving problem solv- knowledge-lev- problem solv-

INTASC 8 ing during el thinking; ing, demand

enrich learn- or use technol- sentation soft- gy to support

ing ogy or does ware, such as deaf and hard

INTASC 8 not provide PowerPoint or of hearing

presentation not available,

tion tools to media commu- communica- lessons/activi-

enrich visual nication tools tion tools in ties that incor-