Progressing teachers demonstrate some strategies for

Progressing teachers demonstrate
some strategies for taking action for
more holistic dimensions of
learners’ well-being but have not
fully developed a holistic
philosophy of their learners’ well-
being (e.g., mental, social,
spiritual/emotional, physical, and
academic).
Progressing teachers strive to
maintain a safe and caring
classroom culture . They work to
foster learners’ ability to
meaningfully participate in the
classroom.
Emerging teachers prioritize the
academic well-being of learner but
demonstrate less awareness of
holistic dimensions of learners (e.g.,
mental, social, spiritual/emotional,
and physical). Emerging teachers
need assistance from faculty or
cooperating teachers in responding
to these dimensions of learners.
Emerging teachers maintain a safe
and caring classroom culture .
Emerging teachers encourage
learners’ participation in the
classroom.
Entering teachers prioritize the
academic well-being of their
learners and need assistance from
faculty or cooperating teachers to
respond to holistic dimensions of
learners (e.g., mental, social,
spiritual/emotional, and physical).
Entering teachers identify aspects of
and support the rationale for
creating a safe and caring classroom
culture .
PRAISE:
POLISH:
Assessment of Special Education
Sources of Evidence and ‘Look Fors’ serve as guides to assist the Cooperating Teacher, University Supervisor, and Teacher Candidate in assessing the Teacher
Candidate’s performance on the Candidate Progress Assessment (CPA). These guides are only a suggested list of examples that may be useful when evaluating
the candidate. They are not exhaustive lists.
Possible Sources of Evidence
 Lesson Plans
 LEM
 POLAN
Look Fors
 Evidence of differentiation of instruction
 Evidence of differentiation based on students’ exceptionalities
 Evidence of UDL
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 Observations of instruction
 Observations of interactions with learners, paraprofessionals, family,
community
 Materials and resources used to support lessons
 Conferences with Candidate
 Goal Progress Monitoring
 Transition Plans
 Posted and/or stated lesson objectives
 Variety and purposefulness of intervention activities, assignments,
strategies, questioning practice, grouping, assessments, resources, etc.
 Learner engagement
 Directions and procedures
 Interactions with general education teachers and paraprofessionals
 Appropriate accommodations
 Timely progress monitoring of goals
Performing -4 Progressing - 3 Emerging - 2 Entering - 1
2
3
Performing teachers possess
knowledge of both typical and
atypical learner development ,
specialized terminology, and
recognize individual learning
differences. This knowledge
manifests itself in the understanding
of the various characteristics of
individuals with exceptionalities
(e.g., academic and social abilities,
cultural backgrounds, language,
interests, etc.).