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Southeastern Louisiana University

SPED Graduate Evaluation Report of Teaching

Candidate’s Name  __________________           W#  ___________________

 Mentor Teacher  __________________              Date  ___________________

 School Name  ____________________            Grade Level  ____________________

 Setting (circle one)  Inclusive _____  Resource____ Self-Contained____ Other_____

Content _____________________________________________________

 Directions:    Please evaluate the candidate in each of the areas below. 

The scale is:     

 Not addressed – This skill was not observed during this lesson.

Unacceptable – This skill was addressed by the candidate and his/her performance did not  reach the level expected of a graduate student.

Meets Expectations – This skill was addressed by the candidate and his/her performance
 was demonstrative of what is expected of a graduate student.

Exceeds Expectations – This skill was addressed by the candidate and his/her performance     exceeded what is expected of a graduate student.

Planning:  The teacher plans effectively for instruction.


Not addressed




1.  Specifies learner outcomes in clear, concise objectives.





2.  Includes activity/activities that develop(s) objectives.





3.  Identifies and plans for individual differences.





4.  Identifies materials, other than standard materials, as needed for lesson.





5.  States method(s) of evaluation to measure learner outcomes.





6.  Develops short term and long term instructional plans based on state standards and benchmarks.





7.  Plans for the use of technology.





8.  Plans instruction on the use of alternative and augmentative communication systems.





9.  Applies knowledge about characteristics of exceptionalities and multiple influences on development and learning to his/her work with children with exceptional learning needs.





10.  Plans using modeling, guided practice, and independent practice to assure maintenance and generalization of skills.








Management: The teacher maintains an environment conducive to learning, maximizes the amount of time available for instruction, and manages learner behavior to provide productive learning opportunities.


Not Addressed




1.  Organizes available space, materials, and/or equipment to facilitate learning.





2.  Promotes a positive learning climate.





3.  Manages routines and transitions to maximize instructional time.





4.  Manages and/or adjusts time for activities.





5.  Establishes expectations for learner behavior.





6.  Uses monitoring techniques to facilitate learning.





7.  Effectively plans, implements, and evaluates behavior management strategies for children with exceptional learning needs.







Instruction:  The teacher delivers instruction effectively, presents appropriate content, and provides opportunities for student involvement in the learning process.


Not Addressed




1.  Initiates lesson effectively.





2.  Uses modeling and guided practice to assure acquisition and fluency through maintenance and generalization of skills.





2.  Uses technique(s) that develop(s) lesson objective(s).





3.  Uses a variety of teaching materials to achieve lesson objective(s)





4.  Sequences lesson to promote learning.





5.  Adjust lesson when appropriate.





6.  Presents content at a developmentally appropriate level.





7.  Presents accurate subject matter.





8.  Relates examples, unexpected situations, or current events to the content.





9.  Accommodates individual differences.





10. Demonstrates ability to communicate effectively with students.





11. Exhibits enthusiasm toward the subject content.





12.  Stimulates and encourages higher order thinking at the appropriate developmental level.





13.  Uses effective questioning techniques.





14.  Utilizes appropriate motivational techniques.





15.  Encourages student participation.





16.  Utilizes an effective lesson closure.





17.  Uses wait time.





18. Teaches methods and strategies for producing legible documents.





19.  Teaches individuals with disabilities to monitor for errors in oral and written language.





20.  Teaches strategies for spelling accuracy and generalization.





21.  Implements systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language.





22.  Teaches strategies for organizing and composing written products.





23.  Identifies and teaches essential concepts, vocabulary, and content across the general curriculum.





24.  Uses instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrieval.





25.  Identifies and teaches basic structures and relationships within and across curricula.





26.  Uses appropriate adaptations and technology for all individuals with disabilities.





27.  Uses research-supported methods for academic and non-academic instruction of individuals with disabilities.





28.  Understands central concepts, inquiry tools, and structures of content areas or academic disciplines dealing with children with exceptional learning needs.







Assessment:  The teacher assesses student progress.


Not Addressed




1.  Develops well constructed assessment   instruments/procedures/performances.





2.  Uses appropriate and effective assessment technique(s).





3.  Utilizes a variety of formal and informal assessment techniques to monitor student learning.





4.  Consistently monitors ongoing performance of students.





5.  Produces evidence of student academic growth under his/her instruction.





6.  Interprets and utilizes standardized/non-standardized test results.





7.  Uses responses and errors to guide instructional decisions and provide feedback to learners.





8.  Uses observation, documentation, and other developmentally appropriate assessment tools/approaches in an appropriate and responsible manner.






Professional Issues: The teacher works with families, colleagues, community members and others in the profession to improve his/her profession.






1.  Applies knowledge of family and community characteristics to his/her work with children with exceptional learning needs.





2.  Supports and empowers families/communities through respectful, reciprocal relationships as well as by involving families/communities in the development, learning, and assessment of children with exceptional learning needs.





3.  Involves himself/herself with the special education field while upholding ethical standards and other professional guidelines.





4.  Engages in informed advocacy for children with exceptional learning needs, their families and the profession.









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