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ED 215: Psychology of the Exceptional Learner
(Updated Fall 2022)
EVALUATION FOR ACADEMIC YEAR 2024 - 2025
Wartburg Student Name
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First
Last
Final Evaluation
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Final Evaluation
Hours logged at Final Evaluation =
Field Experience Evaluation Term
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2024 Fall Term
2025 Winter Term
Supervising Teacher
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First
Last
Supervising Teacher's Class/Grade
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Supervising Teacher's School
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Supervising Teacher's School District
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ED 215 – Psychology of the Exceptional Learner is the core special education course for all Wartburg pre-service teachers. Usually 2nd-year students in the Wartburg Teacher Education Program, it is expected that they will demonstrate growth about 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
Instruction includes content knowledge, content application, instructional strategies, use of technology, and classroom management
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4-Exemplary: Observes, inquires, and demonstrates understanding of instructional considerations for special education students
3-Proficient: Observes, discusses, and shows some knowledge of instructional strategies
2-Developing: Observes, but shows little understanding of instructional strategies
1-Recommend Intervention: Demonstrates little interest or awareness of instructional strategies
NA: Not applicable at this time
3. Assessment
Inquires about assessment purposes
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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
Inquires about an effective classroom learning environment
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4-Exemplary: Observes, inquires, and shows exceptional understanding of classroom environment, including the consideration of issues related to exceptional learners
3-Proficient: Observes, discusses, and shows introductory knowledge of classroom environment, including the consideration of issues related to exceptional learners
2-Developing: Observes, but shows little understanding of classroom considerations for exceptional learners
1-Recommend Intervention: Demonstrates little interest or awareness of classroom environment considerations for exceptional learners
NA: Not applicable at this time
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 diverse students, but appears reluctant when instructed to do so
1-Recommend Intervention: Demonstrates discomfort, or little willingness to interact with diverse students
NA: Not applicable at this time
Demonstrates effective verbal and nonverbal communication
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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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