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1 Reading Specialist Practicum Handbook

Reading Specialist Practicum Handbook - uwplatt.edu · This Reading Specialist Practicum Handbook has been prepared to guide you through ... Observation Report by University Supervisor

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  • 1

    Reading

    Specialist

    Practicum

    Handbook

  • 2

    School of Education

    Office of Clinical Experiences

    Clinical Experiences University of Wisconsin-Platteville

    1 University Plaza, 125 Doudna Hall Platteville, WI 53818-3099

    Peggy Marciniec, Ed.D., Reading Coordinator Phone: 608-342-1656

    Email: [email protected]

    Jessica Leibfried, Support Staff Phone: 608-342-1271

    Email: [email protected]

    mailto:[email protected]:[email protected]

  • 3

    FOREWORD

    This Reading Specialist Practicum Handbook has been prepared to guide you through

    your final phase in obtaining reading certification. We want you to be successful. In order for

    this to happen, you will need to work collaboratively with everyone involved in this experience,

    especially the Site Supervisor and University Supervisor assigned to you. Pay particular

    attention to the various roles people play and the responsibilities each of these individuals has in

    mentoring you. Included in this handbook are forms that used to document your experience. If

    you have any questions, please do not hesitate to call.

    Thank you for choosing UW-Platteville for your continued professional development.

    We appreciate the confidence you have placed in us to ensure that you have the necessary

    knowledge, skills, and dispositions to be successfully endorsed as reading teachers effectively

    serving students with disabilities in the State of Wisconsin.

    Best of luck in your future endeavors!

    Clinical Experiences Office

    University of Wisconsin-Platteville

  • 4

    TABLE OF CONTENTS

    Forward..3

    Table of Contents...4

    Reading Guidelines...5-7

    Practicum Requirements8

    Health Report/Criminal History Check.9

    Procedures for Certification..9

    Career Center.9-10

    Practicum Roles and Responsibilities...11

    Initial Observation Report by University Supervisor12

    Record of Visits to Practicum Students13

    Weekly Log..14

    Pre-Observation Plan15

    Post-Observation Plan...16

    Observation Report by University Supervisor..17

    Wisconsin Standards.18-20

    Reviewers Rubric.21

    Pre/Post-Practicum Reflection..22-25

    Practicum Evaluation by Site Supervisor..26-28

    Practicum Evaluation by University Supervisor...29-31

  • 5

    Reading Content Guidelines

    Wisconsin Teaching Standards International Reading Association standard

    UW-Platteville KSDs (knowledge,

    skills, dispositions)

    Standard 1: Content: The teacher

    understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students

    1.1 Foundational Knowledge Understand

    major theories & empirical research that describe the cognitive, linguistic, motivational & socio-cultural foundation of reading & writing, development, processes, & components including word recognition, language comprehension, strategic knowledge & reading writing connections

    1.2 Foundational knowledge- understand

    the historically hared knowledge of the profession & changes over time in the perceptions of reading & writing development processes & components

    1.3 Foundational Knowledge, Understand

    the role of professional judgment & practical knowledge for improving all students reading development & achievement

    KSD1a demonstrates knowledge of content and pedagogy KSD3c engages students in learning

    Standard 2: Development: The

    teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

    2.1 Use foundational knowledge to design

    or implement an integrated comprehensive & balanced curriculum

    2.2 Use appropriate & varied instructional

    approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection

    2.3. Use a wide range of texts (narrative,

    expository, poetry, from traditional, online, digital)

    KSD1b demonstrates knowledge of students

    Standard 3: Diversity: The teacher

    understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities

    4.1 Diversity Use a literacy curriculum&

    engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity

    4.2 Diversity Use a literacy curriculum&

    engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity

    4.3.Diversity Develop & implement

    strategies to advocate for equity

    KSD1b demonstrates knowledge of students KSD2a creates an environment of respect and rapport KSD2b establishes a culture for learning

    KSD3e demonstrate flexibility and responsiveness

    Standard 4.Instructional Strategies

    Teachers know how to teach. The teacher understands & uses a variety of instructional strategies, including the use of technology to encourage childrens development of critical

    2.2 Use appropriate & varied instructional

    approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection

    KSD1e designs coherent instruction

    KSD3b uses questioning and discussion techniques

  • 6

    thinking, problem solving & performance skills KSD1c selects instructional goals

    KSD1d demonstrates knowledge of resources

    Standard 5: Environment: The

    teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

    5. 1 Literate environment- Design the

    physical environment to optimize students use of traditional print, digital & online resources in reading & writing instruction

    5.2 LEsocial environment

    5.3 LE Use routines to support reading &

    writing instruction

    5.4 LE Use a variety of classroom

    configurations (whole class, small group, individual to differentiate instruction)

    KSD2a creates an environment of respect and rapport KSD2b establishes a culture for learning KSD2c manages classroom procedures KSD2d manages student behavior KSD2e organizes physical space KSD3a communicates clearly and accurately KSD4b maintains accurate records KSD4c communicates with families

    Standard 6: Communication: The

    teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

    6.3 Professional Learning Participate in

    design, facilitate, lead & evaluate effective & differentiated professional development programs

    KSD4a communicates with families KSD3a communicates clearly and accurately KSD4b maintains accurate records KSD4c communicates with families

    Standard 7 Instructional Planning: The

    teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.

    2.1 Use foundational knowledge to design

    or implement an integrated comprehensive & balanced curriculum

    2.2 Use appropriate & varied instructional

    approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection

    2.3. Use a wide range of texts (narrative,

    expository, poetry, from traditional, online, digital)

    KSD1c selects instructional goals

    KSD1d demonstrates knowledge of resources

    KSD1e designs coherent instruction

    KSD3b uses questioning and discussion techniques

    KSD3d provides feedback to students

    KSD3e demonstrates flexibility and responsiveness

    Standard 8: Assessment: The

    teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil

    3.1 Assessment Understand types of

    assessment & their purposes, strengths & limitations

    3.2 Assessment Select, develop,

    administer, & interpret assessments both traditional print & electronic for specific purposes

    3.3 Assessment Use assessment info to

    plan & evaluate instruction

    KSD1f assesses student learning

    KSD3d provides feedback to students

    KSD4b maintains accurate records

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    3.4 Assessment Communicate

    assessment results & implications to variety of audiences

    Standard 9: Reflection: The teacher is

    a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

    6.1 Professional Learning Demonstrate

    foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture

    6.2 Professional Learning Display

    positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors

    6.3 Professional Learning Participate in

    design, facilitate, lead & evaluate effective & differentiated professional development programs

    KSD4a reflects on teaching

    KSD4a communicates with families

    KSD4d contributes to the school and district

    KSD4e grows and develops professionally

    KSD4f shows professionalism

    Standard 10: Collaboration: The

    teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner

    6.1 Professional Learning Demonstrate

    foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture

    6.2 Professional Learning Display

    positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors

    6.3Professional Learning Participate in

    design, facilitate, lead & evaluate effective & differentiated professional development programs

    6.4 Professional Learning Understand &

    influence local, state, or national policy decisions

    KSD4a reflects on teaching

    KSD4c communicates with families

    KSD4d contributes to the school and district

    KSD4e grows and develops professionally

    KSD4f shows professionalism

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    PRACTICUM REQUIREMENTS To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.

    Grades will be issued by the Site Supervisor and University Supervisor.

    Practicum students serving a school district on an emergency license as a reading teacher

    3 Graduate Credits = 1 semester (115 hours)

    *Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor

    *Carry out duties assigned to you.

    Practicum students serving a school district as a general education teacher

    or reading paraprofessional in a Title 1 or similar program

    3 Graduate Credits = 1 Semester (115 hours)

    *Complete Practicum experience under the direction of a licensed teacher endorsed in reading

    and a University Supervisor

    *Carry out duties assigned to you

    *Arrange to complete the following tasks:

    1. Log 112 hours working within a reading classroom setting performing tasks

    typically assigned to an reading teacher/specialist.

    2. To promote reflective practice, teacher will write journals in which they record

    important practical classroom/teacher/learner experiences and relate them to

    theories, methods, and/or cultures informing their classroom practice and/or

    teacher/learner behaviors and to the Wisconsin Teaching Standards and UW

    Platteville KSDs, standards, and meeting the International Reading Association

    standards. This is an activity in which teachers are engaged throughout the

    semester.

    Practicum students not currently employed full-time in a school setting

    3 Graduate Credits = 1 Semester 115 hours

    * Complete Practicum experience under the direction of a licensed teacher with a reading

    endorsement and a University Supervisor (Teacher must meet at least the minimum requirements

    of a student teaching supervisor)

    *Carry out duties assigned to you as a guest of your school district

    *Arrange to complete the following tasks:

    1. Log 115 hours working within a school setting performing tasks typically

    assigned to a reading specialist serving as a mentor, guide, curriculum specialist

    in reading. Plan on seven weeks of consecutive instruction and service to the

    district.

    Health Report/Criminal History Check

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    This is something that is becoming more common in school districts. Please check with the

    School District to see if this is something that you are required to do if you are not in your home

    district.

    Procedures for Certification

    Each teacher who intends to teach in Wisconsin should make application for new licensure

    certification near the completion of their Practicum. The application form may be obtained

    online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should

    write to or email the State Superintendent of Public Instruction in that state and ask for the

    procedures for obtaining a teaching certificate in that state. It should be kept in mind that having

    a copy of a Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in

    another state.

    The completed application and check should be submitted to the following: Certification Officer,

    School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The

    Certification Officer will verify that all requirements have been met, including the submission of

    your final practicum grade, and forward the application packet onto the Department of Public

    Instruction.

    Career Center

    The University provides a Career Center for the convenience of alumni who seek help in

    securing a teaching position. This office provides assistance with resumes, cover letters,

    interview techniques, job search strategies and information about a large number of vacancies in

    Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can

    refer to their website for education majors at:

    http://www.uwplatt.edu/careercenter/teacher/index.html.

    Teachers should update credentials by the beginning of their final semester of course work on

    campus. Even those who may not be seeking employment immediately should establish a

    credential file with open recommendations since persons who can make the greatest

    contribution to this file may be available now but may not be so at a later date, and

    recommendations would of necessity be more vague and of less value in presenting a prospective

    teacher to a prospective employer.

    In order for the Career Center to function to the best advantage of all concerned, it is important

    that they be notified as soon as a teaching position has been accepted.

    Reference Checklist:

    http://www.dpi.state.wi.us/dpi/dlsis/telhttp://www.uwplatt.edu/careercenter/teacher/index.html

  • 10

    Include the names, emails, business phone # and possibly cell # if approved by your

    references. These are individuals that you will use as references that you would like the

    employer to talk with, at some time, during the hiring process.

    The individuals you list as references DO NOT have to be the same individuals that you

    have received letters of recommendation (or letters of reference) from for your portfolio

    or self-credential file.

    What format should you use when listing your references? When listing your references,

    you have two options to choose from:

    1. Your references can be part of your resume. List them directly following the last section of text on your resume.

    2. You can also list your references on a separate page. HOWEVER, remember to include your name and contact information at the top of your page (you should

    use the same heading you used on your resume). Follow this information with the

    heading REFERENCES, and then list the contact information. An example of a

    reference page is available at:

    www.uwplatt.edu/careercenter/resources/index.html

    http://www.uwplatt.edu/careercenter/resources/index.html

  • 11

    PRACTICUM ROLES AND RESPONSIBILITIES

    Role

    Responsibilities

    Reading

    Coordinator

    1. Verifies that student has completed all coursework and earned a qualifying FoRT score in preparation for practicum experience.

    2. Maintains students file to verify completion of program. 3. Coordinates presentation of licensure portfolio.

    Clinical

    Experiences

    Office

    1. Administers and coordinates all practicum experiences. 2. Works with administrators of cooperating schools in assigning practicum students to the

    site supervisors.

    3. Assigns University Supervisors to work with Site Supervisors and practicum students. 4. Monitors practicum evaluations to ensure they are appropriately conducted and recorded. 5. Acts as fiscal agent for the practicum program. 6. Serves as liaison between the student, Education Office of Special Programs, various

    departments of the University and cooperating schools.

    University

    Supervisor

    1. Attends orientation to Practicum Supervision with Coordinator of Education Office of Special Programs.

    2. Observes student 3 times per semester for students taking the practicum. 3. Completes the observation paperwork and practicum evaluation, discusses contents with

    the student, and submits paperwork to the Clinical Experiences Office.

    Site

    Supervisor

    1. Supports student on working toward towards his/her goals 2. Collaborates with University Supervisor in assigning a grade for the practicum. 3. Assist the practicum student in the mentoring, reflection and monitoring of meeting the

    International Literacy Association Reading Specialist standards.

    4. Completes the practicum evaluation, discusses contents with the student, and submits paperwork to the Clinical Experiences Office.

    Highly-Qualified

    Licensed Reading

    Specialist in the

    district or district

    central office

    administrator

    1. Assists student in completing the practicum. Must be a fully-licensed reading teacher willing to allow student to complete practicum under his/her direction

    2. Collaborates with University Supervisor on a Final Evaluation 3. Assists practicum student with meeting standards of International Literacy Association

    Reading Specialist standards.

    Practicum

    Student

    1. Completes Pre- and Post-Practicum Self-Assessment 2. Keeps a Journal/log of practicum activity, observations, and reflections throughout the

    practicum experience.

    3. For each visit by University Supervisor, completes Pre-Observation Plan and Post-Observation Reflection

    4. Update Portfolio submitted for the Reading Specialist and complete all reflections, demonstrating competence in standards. Submit it to Reading Coordinator. An electronic

    version is required using a format that is straightforward, easily displaying reflections and

    artifacts. 5. Completes additional activities as assigned by University personnel.

  • 12

    INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR

    University Supervisor_____________________ Date__________________________

    Practicum Student ________________________ School________________________

    Number of Practicum Credits__(3) 115 hours______________

    Time Spent:

    With Practicum Student____________________

    With Site-Supervisor______________________

    ORIENTATION VISIT

    _____ 1. Explain all forms

    _____ 2. Outline University expectations of student

    _____ 3. Explain the roles of student and the university supervisor.

    ______4. Set the first observation date.

    Comments:

    ____________________________________ ___________________________________

    Site-Supervisor Signature Practicum Student Signature

    _____________________________________ ____________________________________

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    University Supervisor Date

    RECORD OF VISITS TO PRACTICUM STUDENTS

    Semester _______________, ______

    University Supervisor ___________________________________

    TIME (Hrs.)

    Practicum Student Date W/Practicum

    Student

    W/Site

    Supervisor or

    Reading Teacher

    Observation of.

    Teaching

    TIME (Hrs.)

    Practicum Student Date W/Practicum

    Student

    W/Site

    Supervisor

    Observation of

    Teaching

  • 14

    Discuss with Site-Supervisor/Reading Teacher and University Supervisor Give to University Supervisor at End of Practicum

    WEEKLY LOG

    DATE Activity WI

    teaching

    standard

    connection

    Reflection

  • 15

    Attach assessment and supporting documents you will use with this lesson

    PRE-OBSERVATION PLAN BY PRACTICUM STUDENT Fill out one week in advance of observation and submit to University Supervisor

    Student ________________________University Supervisor _____________________Date___________

    Task _______________________________________________________________________________

    Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial Collaboration, Parent Meeting,

    Other Be specific.

    Goal(s) _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    Two or Three Content Guideline Connections

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    Objective What do I hope to accomplish?

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    Plan to achieve objective

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

    _______________________________________________________________________________

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    POST-OBSERVATION REFLECTION BY PRACTICUM STUDENT Fill out immediately after observation and prior to conversation with University Supervisor.

    Did I accomplish my objective? Why or why not?

    What went well?

    What didnt go well and why? What might I do differently in the future?

    What effect has this experience had on me?

  • 17

    OBSERVATION REPORT BY UNIVERSITY SUPERVISOR

    Visit 1 2 3 Date ____________________________

    Student ____________________________ University Supervisor ____________________________

    Time spent with Practicum Student_______ Time spent with Site-Supervisor/Reading Teacher _________

    Time spent observing lesson_________________

    COMPONENTS OF PROFESSIONAL PRACTICE Check 2 or 3 observation area(s) during observation and narrate on the back and in additional pages

    evidence of competency in each area observed.

    Wisconsin Administrative Standards

    The seven administrator standards for administrator development and licensure are:

    The administrator

    STANDARD 1:

    FOUNDATIONAL KNOWLEDGE

    Candidates demonstrate knowledge of the theoretical, historical, and evidenced-based

    foundations of literacy and language; knowledge of effective schoolwide professional learning;

    knowledge base for developing, implementing, and evaluating schoolwide literacy programs,

    pre-K through grade 12; knowledge of the integral role of the literacy coordinator/supervisor. STANDARD 2: CURRICULUM & INSTRUCTION

    Candidates lead the development, implementation, and evaluation of school- and districtwide literacy curriculum and instructional practices; advocate for and lead efforts to engage families and communities; develop and enact a vision for the literacy curriculum.

    STANDARD 3: ASSESSMENT & EVALUATION

    Candidates provide leadership for developing and evaluating a districtwide comprehensive assessment

    system to inform districtwide instruction and evaluate interventions; facilitate discussions to interpret and

    analyze data patterns; design and facilitate district improvement initiatives with appropriate professional

    learning experiences; communicate districtwide assessment results and advocate for appropriate literacy

    STANDARD 4: DIVERSITY & EQUITY

    Candidates apply foundational knowledge to lead and guide school- and districtwide efforts to advance

    diversity and equity; promote self-reflection by school personnel about the effect of culture, beliefs, and

    potential biases on practices. literacy instruction; develop, organize, and lead professional learning

    experiences related to diversity for school and district staff; advocate for change in education practices

    and institutional structures that are inherently biased or prejudiced.

  • 18

    literacy instruction; develop, organize, and lead professional learning experiences related to diversity for school and district staff; advocate for change in education practices and institutional structures that are inherently biased or prejudiced. STANDARD 5: LEARNERS & THE LITERACY ENVIRONMENT

    Candidates develop, lead, and evaluate school- and districtwide opportunities to differentiate instruction in order to meet the developmental needs of all learners; use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environme

    STANDARD 5: LEARNERS & THE LITERACY ENVIRONMENT

    Candidates develop, lead, and evaluate school- and districtwide opportunities to differentiate instruction in order to meet the developmental needs of all learners; use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.

    Candidates use their knowledge to coordinate ongoing school and district literacy improvement efforts; design, facilitate, and coordinate effective professional learning experiences; increase the shared understanding and implementation of school- and community-based improvement efforts; advocate for and coordinate innovative and sustainable school and district improvement efforts that address the context-specific needs of the local communit STANDARD 7: PRACTICUM/CLINICAL EXPERIENCES

    Candidates in traditional, hybrid, and online programs have a minimum of two integrated, extended practicum/clinical experiences focused on developing and evaluating school and district literacy needs, school- and districtwide literacy frameworks, and a coherent assessment system; develop and lead school- and

    ___________________________________ _______________________________

    University Supervisor Practicum Student

    REVIEWERS RUBRIC- Reading Specialist/Literacy Coach

    STANDARD Unacceptable Acceptable Target Met/

    Not

  • 19

    Standard 1 - Content: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.

    Standard 2 - Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.

    Standard 3 - Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.

    Standard 4 - Instructional Strategies: Teachers know how to teach. The teacher understands & uses a variety of instructional strategies, including the use of technology to encourage childrens development of critical thinking, problem solving & performance skills.

    Standard 5 - Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.

    Standard 6 - Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.

    Standard 7 - Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.

    Standard 8 - Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.

    Standard 9 - Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.

    Standard 10 - Collaboration: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.

    ADMINISTRATOR

    Standard 2: Administrator leads by facilitating the

  • 20

    development, articulation, implementation and stewardship of a vision of learning that is shared by the school community.

    Standard 3: The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

    Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.

    Standard 5: The administrator models collaborating with families and community members responding to diverse community interests and needs, and mobilizing community services.

    Standard 6: The administrator acts with integrity, fairness and in an ethical manner.

    Standard 7: The administrator understands, responds to, and interacts with the larger political, social, economic, legal and cultural context that affects schooling.

  • 21

    Discuss with Site-Supervisor/Reading Teacher and University Supervisor

    Give Copy to University Supervisor

    _____PRE OR______POST-PRACTICUM STUDENT REFLECTION

    OF READING PRACTICUM COMPETENCIES

    ____________________________ ____________________

    Practicum Student Date

    ____________________________ ____________________

    Grade(s) Class(s)

    Key:

    D =

    Distinguished

    P =

    Proficient

    B =

    Basic

    U =

    Unsatisfactory

    (Incomplete)

    NO =

    Not

    Observed

    Performs as a competent,

    Reading candidate

    Performs as a successful

    beginning Reading

    Performs with minimal

    competency; regular

    supervision required

    Requires more

    education/practice

    SEE RUBRIC

    Please check each of the following competencies in the space that best represents your judgment of the student teachers performance. D P B U NO

    Standard 1 Content: Teachers know the subjects they are teaching

    What Im feeling comfortable with:

    Goals:

    Standard 2 Development: Teachers know how children grow

    What Im feeling comfortable with:

    Goals:

  • 22

    Standard 3 Diversity: Teachers understand that children learn differently

    What Im feeling comfortable with:

    Goals:

    Standard 4 - Instructional Strategies: Teachers know how to teach

    What Im feeling comfortable with:

    Goals:

    Standard 5 Environment: Teachers know how to manage a classroom

    What Im feeling comfortable with: Goals:

    Standard 6 Communication: Teachers communicate well

    What Im feeling comfortable with:

    Goals:

    Standard 7 - Instructional Planning: Teachers are able to plan different kinds of lessons

    What Im feeling comfortable with:

    Goals:

  • 23

    Standard 8 Assessment: Teachers know how to test for student progress

    What Im feeling comfortable with:

    Goals:

    Standard 9 Reflection: Teachers are able to evaluate themselves

    What Im feeling comfortable with:

    Goals:

    Standard 10 Collaboration: Teachers are connection with other teachers and the community

    What Im feeling comfortable with:

    Goals:

    Administrative Standard 2: Administrator leads by facilitating

    the development, articulation, implementation and stewardship of a vision of learning that is shared by the school community.

    What Im feeling comfortable with: Goals:

    Administrative Standard 3: The administrator manages by

    advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.

  • 24

    What Im feeling comfortable with: Goals:

    Administrative Standard 4: The administrator ensures

    management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.

    What Im feeling comfortable with: Goals:

    Administrator Standard 5: The administrator models

    collaborating with families and community members responding to diverse community interests and needs, and mobilizing community services.

    What Im feeling comfortable with: Goals:

    Administrator Standard 6: The administrator acts with integrity,

    fairness and in an ethical manner.

    What Im feeling comfortable with: Goals:

    Administrator Standard 7: The administrator understands,

    responds to, and interacts with the larger political, social, economic, legal and cultural context that affects schooling.

    What Im feeling comfortable with:

    Goals:

  • 25

    GRADUATE PRACTICUM EVALUATION (By Site Supervisor/Cooperating Teacher)

    (Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed

    cooperating teacher.)

    Student: Semester: Year:

    Program: Grades

    taught:

    Hours

    completed:

    Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory

    (Incomplete) NO=Not Observed

    Performs as a competent, experienced practicum

    student

    Performs as a successful, beginning practicum

    student

    Performs with minimal competency; regular supervision required

    Requires more education/practice

    SEE RUBRIC

    Please check each of the following competencies in the space that best represents your judgment of the practicum students performance in relation to the Wisconsin teaching standards.

    D P B U NO

    Standard 1.Content: The teacher understands the central concepts, tools of inquiry,

    and structures of the disciplines she or he teaches and can create learning experiences

    that make these aspects of subject matter meaningful for pupils.

    Standard 2.Development: The teacher understands how children with broad ranges of

    ability learn and provides instruction that supports their intellectual, social, and

    personal development.

    Standard 3.Diversity: The teacher understands how pupils differ in their approaches to

    learning and the barriers that impede learning and can adapt instruction to meet the

    diverse needs of pupils, including those with disabilities and exceptionalities.

    Standard 4.Instructional Strategies: The teacher understands and uses a variety of

    instructional strategies, including the use of technology, to encourage childrens

    development of critical thinking, problem solving, and performance skills.

    Standard 5.Environment: The teacher uses an understanding of individual and group

    motivation and behavior to create a learning environment that encourages positive

    social interaction, active engagement in learning, and self-motivation.

    Standard 6.Communication: The teacher uses effective verbal and nonverbal

    communication techniques as well as instructional media and technology to foster

    active inquiry, collaboration, and supportive interaction in the classroom.

    Standard 7.Instructional Planning: The teacher organizes and plans systematic

    instruction based upon knowledge of subject matter, pupils, the community, and

    curriculum goals.

    ____Midterm ____Final

  • 26

    Practicum Students Initials (Student has read evaluation)

    Standard 8.Assessment: The teacher understands and uses formal and informal

    assessment strategies to evaluate and ensure the continuous intellectual, social, and

    physical development of the pupil.

    Standard 9. Reflection: The teacher is a reflective practitioner who continually

    evaluates the effects of his or her choices and actions on pupils, parents, professionals

    in the learning community and others, and who actively seeks out opportunities to grow

    professionally.

    Standard 10.Collaboration: The teacher fosters relationships with school colleagues,

    parents, and agencies in the larger community to support pupil learning and well-being

    and acts with integrity, fairness, and in an ethical manner.

    Administrative Standard 2: Administrator leads by facilitating the development,

    articulation, implementation and stewardship of a vision of learning that is shared by

    the school community.

    Administrative Standard 3: The administrator manages by advocating, nurturing, and

    sustaining a school culture and instructional program conducive to pupil learning and

    staff professional growth.

    Administrative Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.

    Administrative Standard 5: The administrator models collaborating with families and

    community members responding to diverse community interests and needs, and

    mobilizing community services.

    Administrative Standard 6: The administrator acts with integrity, fairness and in an

    ethical manner.

    Administrative Standard 7: The administrator understands, responds to , and interacts

    with the larger political, social, economic, legal and cultural context that affects

    schooling.

    OVERALL COMPETENCE: (Circle one) A B INCOMPLETE

  • 27

    EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!

    (Please use space below for additional observations of performance or to clarify the competency ratings.

    Limit comments to space provided.)

    ___________________________________ ___________________________________

    Student Signature Site Supervisor/Cooperating Teacher Signature

    ___________________________________ ___________________________________

    University Supervisor Signature Date

    **** A signed copy of this form must be included in the practicum students portfolio.

  • 28

    GRADUATE PRACTICUM EVALUATION (By University Supervisor)

    Student: Semester: Year:

    Program: Grades

    taught:

    Hours

    completed:

    Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory

    (Incomplete) NO=Not Observed

    Performs as a competent, experienced practicum

    student

    Performs as a successful, beginning practicum

    student

    Performs with minimal competency; regular supervision required

    Requires more education/practice

    SEE RUBRIC

    Please check each of the following competencies in the space that best represents your judgment of the practicum students performance in relation to the Wisconsin teaching standards.

    D P B U NO

    Standard 1.Content: The teacher understands the central concepts, tools of inquiry,

    and structures of the disciplines she or he teaches and can create learning experiences

    that make these aspects of subject matter meaningful for pupils.

    Standard 2.Development: The teacher understands how children with broad ranges of

    ability learn and provides instruction that supports their intellectual, social, and

    personal development.

    Standard 3.Diversity: The teacher understands how pupils differ in their approaches to

    learning and the barriers that impede learning and can adapt instruction to meet the

    diverse needs of pupils, including those with disabilities and exceptionalities.

    Standard 4.Instructional Strategies: The teacher understands and uses a variety of

    instructional strategies, including the use of technology, to encourage childrens

    development of critical thinking, problem solving, and performance skills.

    Standard 5.Environment: The teacher uses an understanding of individual and group

    motivation and behavior to create a learning environment that encourages positive

    social interaction, active engagement in learning, and self-motivation.

    Standard 6.Communication: The teacher uses effective verbal and nonverbal

    communication techniques as well as instructional media and technology to foster

    active inquiry, collaboration, and supportive interaction in the classroom.

    Standard 7.Instructional Planning: The teacher organizes and plans systematic

    instruction based upon knowledge of subject matter, pupils, the community, and

    curriculum goals.

    ____Midterm ____Final

  • 29

    Practicum Students Initials (Student has read evaluation)

    Standard 8.Assessment: The teacher understands and uses formal and informal

    assessment strategies to evaluate and ensure the continuous intellectual, social, and

    physical development of the pupil.

    Standard 9. Reflection: The teacher is a reflective practitioner who continually

    evaluates the effects of his or her choices and actions on pupils, parents, professionals

    in the learning community and others, and who actively seeks out opportunities to grow

    professionally.

    Standard 10.Collaboration: The teacher fosters relationships with school colleagues,

    parents, and agencies in the larger community to support pupil learning and well-being

    and acts with integrity, fairness, and in an ethical manner.

    Administrative Standard 2: Administrator leads by facilitating the development,

    articulation, implementation and stewardship of a vision of learning that is shared by

    the school community.

    Administrative Standard 3: The administrator manages by advocating, nurturing, and

    sustaining a school culture and instructional program conducive to pupil learning and

    staff professional growth.

    Administrative Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.

    Administrative Standard 5: The administrator models collaborating with families and

    community members responding to diverse community interests and needs, and

    mobilizing community services.

    Administrative Standard 6: The administrator acts with integrity, fairness and in an

    ethical manner.

    Administrative Standard 7: The administrator understands, responds to , and interacts

    with the larger political, social, economic, legal and cultural context that affects

    schooling.

    OVERALL COMPETENCE: (Circle one) A B INCOMPLETE

  • 30

    EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!

    (Please use space below for additional observations of performance or to clarify the competency ratings.

    Limit comments to space provided.)

    ___________________________________ ___________________________________

    Student Signature Site Supervisor/Cooperating Teacher Signature

    ___________________________________ ___________________________________

    University Supervisor Signature Date

    **** A signed copy of this form must be included in the practicum students portfolio.