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ED 214/284 - Intro to Mild & Moderate Disabilities
Updated Fall 2022
FIELD EXPERIENCE EVALUATION
ACADEMIC YEAR 2024 - 2025
Wartburg Student Name
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First
Last
Midterm or Final
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Midterm
Final
Logged Hours by Midterm Evaluation =
Logged Hours by Final Evaluation =
Field Experience Evaluation Term
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2024 Fall Term
Supervising Teacher
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First
Last
Supervising Teacher's Class/Grade/Content
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Supervising Teacher's School
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Supervising Teacher's School District
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PLEASE USE THE FOLLOWING RATING SCALE
ED 214 – Introduction to Mild & Moderate Disabilities is the second special education course for any Wartburg pre-service teachers working toward an endorsement in special education. Usually completed by 2nd-year or 3rd-year students in the Wartburg Teacher Education Program, it is expected that students will gain considerable growth in special education considerations throughout the semester. Any “1’s” on the final evaluation may result in the student receiving a 'Notice of Concern' in their permanent file and potentially failing the field experience portion of the course.
1. Planning
Planning includes developmentally-appropriate, short- and long-term planning, and differentiating instruction for all learners
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4-Exemplary: Observes, discusses, and demonstrates understanding of the planning process and accommodations for exceptional learners
3-Proficient: Observes and discusses the planning process and accommodations for exceptional learners
2-Developing: Observes, but shows little understanding of the planning process and/ or accommodations for exceptional learners
1-Recommend Intervention: Demonstrates little interest in, or the need for, differentiated instruction or accommodations for exceptional learners
NA: Not applicable at this time
2. Instruction
Recognizes individual characteristics and matches instructional strategies to student needs
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4-Exemplary: Observes, inquires, and demonstrates understanding of instructional considerations specific to student needs
3-Proficient: Observes, discusses, and shows some knowledge of instructional strategies related to individual student needs
2-Developing: Observes, but shows little understanding of connecting instructional strategies to student needs
1-Recommend Intervention: Demonstrates little interest or awareness of instructional strategies
NA: Not applicable at this time
Recognizes the role of technology in teaching and learning
4-Exemplary: Demonstrates comfort and awareness of technology resources available for content, instruction, andrecord-keeping in the special education setting
3-Proficient: Demonstrates awareness of technology resources available for content, instruction, and record-keeping in the special education setting
2-Developing: Observes technology resources available for content, instruction, and record-keeping, but does not appear to understand their use in the special education setting
1-Recommend Intervention: Demonstrates little awareness or interest in the technological resources available for special education
NA: Not applicable at this time
3. Assessment
Demonstrates knowledge of formal and informal assessments and links it to instruction
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4-Exemplary: Observes, inquires, and shows proficient understanding of assessment considerations in the special education context
3-Proficient: Observes, discusses, and shows some knowledge of assessment considerations in the special education context
2-Developing: Observes, but shows little understanding of the assessment process
1-Recommend Intervention: Demonstrates little interest or awareness of the assessment process
NA: Not applicable at this time
4. Professional Responsibilities
Takes initiative to interact with diverse students
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4-Exemplary: Enthusiastically interacts with all students
3-Proficient: Appears comfortable interacting with all students
2-Developing: Will interact with various students, but appears reluctant when instructed to do so
1-Recommend Intervention: Demonstrates discomfort, or little willingness to interact with all students
NA: Not applicable at this time
Demonstrates effective verbal and nonverbal communication techniques
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4-Exemplary: Demonstrates exceptional communication skills for a pre-service teacher
3-Proficient: Communication with field experience teacher and students is timely, consistent, and clear
2-Developing: Communicates inconsistently with the field experience teacher and/ or students
1-Recommend Intervention:Fails to communicate with field experience teacher and/ or students in a timely or effective manner
NA: Not applicable at this time
Develops a professional relationship with students
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4-Exemplary: Consistently demonstrates professional interactions with all students
3-Proficient: Recognizes and practices appropriate professional interactions with students
2-Developing: Interacts with students, but needs guidance and monitoring to make sure interaction is professional
1-Recommend Intervention: Consistently crosses professional boundaries when interacting with students
NA: Not applicable at this time
Shows responsibility for being present and ready for assigned tasks
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4-Exemplary: Follows through with all scheduled observations and responsibilities
3-Proficient:Present for most observations as planned, and communicates when schedule requires changes
2-Developing: Misses some scheduled observations with no communication
1-Recommend Intervention: Misses scheduled observations consistently with no communication
NA: Not applicable at this time
Exhibits professional qualities in dress and behavior
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4-Exemplary: Demonstrates exceptional professionalism for dress and behavior
3-Proficient: Demonstrates appropriate dress and behavior for classroom and content area
2-Developing: Demonstrates inappropriate dress and behavior for the classroom and content area
1-Recommend Intervention: Demonstrates extremely inappropriate dress and/ or behavior for the classroom and content area
NA: Not applicable at this time
Elicits a positive response from others
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4-Exemplary: A conscientious classroom contributor with all students, teachers, and other building personnel
3-Proficient: Appropriately positive interaction with students, teachers, and other building personnel
2-Developing: Interactions take place, but require guidance and assistance to make them positive
1-Recommend Intervention: Appears consistently reluctant or uncomfortable when interacting with others
NA: Not applicable at this time
Leads and serves within the classroom
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4-Exemplary: Positively and conscientiously engages with all students and assists with learning with few prompts
3-Proficient: Ready and willing to interact with students and complete tasks when given the opportunity
2-Developing: Appears capable and willing to interact with students, but requires consistent prompting to do so
1-Recommend Intervention: Consistently disengaged and needs numerous prompts to participate
NA: Not applicable at this time
Shows promise for being an effective teacher and reflective teacher
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4-Exemplary: Demonstrates exceptional knowledge and skills for a pre-service teacher
3-Proficient: Demonstrates appropriate knowledge and skills for a pre-service teacher
2-Developing: Demonstrates a few concerns that will need to be monitored moving forward in the teacher education program
1-Recommend Intervention: Demonstrates numerous concerns related professional and behavioral skills of a teacher
NA: Not applicable at this time
COMMENTS
All comments are helpful but are especially important for 1 or 4 ratings. Students receiving 1 ratings will complete an intervention. Students receiving 4 ratings demonstrate exceptional promise. Thank you.
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