Professional Documents
Culture Documents
Perillo Obs 2
Perillo Obs 2
Supervisor: R. Hauser
School:
OIMS
Subject:
ELA
Grade Level: 6
Observation: 1, 2, 3, __, __
Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and
pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate
professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e)
demonstrate culturally-responsive practice.
Experience Professionals a) are accepting of feedback and engage in reflective practice; b) create learning environments based on research and best
practice; and c) work as an active part of a learning community.
Social Justice Professionals a) demonstrate respect for the diversity, dignity and worth of individuals, and b) create effective learning environments that
recognize commonalities while affirming diversity in all its forms.
Target
Acceptable
Satisfactory
Unacceptable
2: Learning Environments
Beginning special education professionals create safe, inclusive,
culturally responsive learning environments so that individuals with
exceptionalities become active and effective learners and develop
emotional well - being, positive social interactions, and self determination.
Target
Good
Unacceptable
Satisfactory
Acceptable
Comments: The learning environment was highly scaffolded and engaging. Students were motivated and interacted throughout the course of the lesson. I would encourage the
development of a cooperative rather than a competitive game.
Target
Acceptable
Good
Satisfactory
Unacceptable
exceptionalities
Comments:
Nick demonstrates command of the content as well as strong pedagogical content knowledge through his use of examples, guiding questions and mediated scaffolding.
4: Assessment
Beginning special education professionals use multiple methods of
assessment and data-sources in making educational decisions.
Target
Acceptable
Good
Unacceptable
Satisfactory
Comments: Formative assessment occurs throughout the lesson through scaffolded questioning. Assessment of the lesson objectives is clear and relevant, should also include a
statement of what is needed in order to demonstrate mastery.
5: Instructional Planning and Strategies
Beginning special education professionals select, adapt, and use a
repertoire of evidence-based instructional strategies to advance
learning of individuals with exceptionalities.
Target
Acceptable
Good
Satisfactory
Unacceptable
5.7 Beginning special education professionals teach crossdisciplinary knowledge and skills such as critical thinking and
problem solving to individuals with exceptionalities.
Comments This lesson was rich with language models and usage. Nick modeled the use of language and facilitated student language use in both dyads and whole class.
Target
Acceptable
Good
Satisfactory
Unacceptable
Comments Nick has shown outstanding growth throughout the course of his internship. His planning and instructional delivery are focused on student learning across domains.
He has become an integral member of the 6th grade team in this building.
7: Collaboration
Beginning special education professionals collaborate with families,
other educators, related service providers, individuals with
exceptionalities, and personnel from community agencies in
culturally responsive ways to address the needs of individuals with
exceptionalities across a range of learning experiences.
Target
Acceptable
Good
Comments Nick works very well with the host teacher and other grade level teachers as well as families and paraprofessionals.
Satisfactory
Unacceptable