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EDUC 660 Special Reading Practicum Evaluation

Drury University > School of Education & Child Development > EDUC 660 Special Reading Practicum Evaluation
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Directions

Teacher Candidates (EDUC 660 Practicum Students) will be scored based on a 0-4 scale and assessed by the Course Faculty Member/Cooperating Teacher. The scores are equally weighted and reported during the certification recommendation process. Below are the scoring descriptors:

  • Not Applicable – does not apply to practicum experience
  • No Evidence (0) – the practicum candidate possesses the necessary knowledge but does not apply this knowledge.
  • Below Mastery (1) – the practicum candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge.
  • Near Mastery (2) – the practicum candidate possesses the necessary knowledge and consistently and effectively applies this knowledge.
  • Mastery (3) - the practicum candidate consistently demonstrates and applies the necessary knowledge to improve student learning.
  • Exceeds Mastery (4) – the practicum candidate exceeds expectations

Evaluation

ILA Standard 3.1 Assessment and Evaluation: Candidates understand the purposes, attributes, formats, strengths/limitations (including validity, reliability, inherent language, dialect, cultural bias), and influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools. (MTS 7.2; INTASC 6)
ILA Standard 3.2 Assessment and Evaluation: Candidates collaborate with colleagues to administer, interpret, and use data for decision making about student assessment, instruction, intervention, and evaluation for individual and groups of students. (MTS 7.4; INTASC 6)
ILA Standard 6.1 Professional Learning & Leadership: Candidates demonstrate the ability to reflect on their professional practices, belong to professional organizations, and are critical consumers of research, policy, and practice. (MTS 8.3; INTASC 9)
ILA Standard 7.1 Practicum/Clinical Experiences: Candidates work with individual and small groups of students at various grade levels to assess students’ literacy strengths and needs, develop literacy intervention plans, implement instructional plans, create supportive literacy learning environments, and assess impact on student learning. Settings may include a candidate’s own classroom, literacy clinic, other school, or community settings. (MTS 7.6; INTASC 10) • Not Applicable – does not apply to practicum experience • No Evidence (0) – the practicum candidate possesses the necessary knowledge but does not apply this knowledge. • Below Mastery (1) – the practicum candidate possesses the necessary knowledge and inconsistently and somewhat effectively applies this knowledge. • Near Mastery (2) – the practicum candidate possesses the necessary knowledge and consistently and effectively applies this knowledge. • Mastery (3) - the practicum candidate consistently demonstrates and applies the necessary knowledge to improve student learning. • Exceeds Mastery (4) – the practicum candidate exceeds expectations
ILA Standard 7.2 Practicum/Clinical Experience Component 2: Candidates collaborate with and coach peers and experienced colleagues to develop, reflect on, and study their own and others’ teaching practices. (MTS 9.2; INTASC 10)