CEC Standards
|
| |
Unacceptable |
Acceptable |
Commendable |
Implemented
in classroom |
Little or no evidence that the student can demonstrate implementation of CEC standards |
Clear evidence that the student demonstrates implementation of some CEC standards specific to their specialty area |
Clear and consistent evidence that the student demonstrates how CEC standards specific to their specialty area are implemented |
| Help others see value |
Little or no evidence that the student can help others see value |
Clear evidence that the student can help others see value |
Clear and consistent evidence that the student can help others see value |
Instructional Materials
|
| |
Unacceptable |
Acceptable |
Commendable |
| Appropriate to exceptionality |
Little or no evidence that the student Incorporate instructional materials that meet the diverse needs of some students |
Clear evidence that the student incorporate instructional materials that meet the diverse needs of most students |
Clear and consistent evidence that the student Incorporate instructional materials that meet the diverse needs of all students |
| Linked to standards |
Little or no evidence that the student incorporate instructional materials that support neither curriculum or CEC standards |
Clear evidence that the student incorporate instructional materials that support either curriculum or CEC standards |
Clear and consistent evidence that the student incorporates instructional materials that supports curriculum and CEC standards |
Content Delivery
|
| |
Unacceptable |
Acceptable |
Commendable |
| 5 examples |
Little or no evidence that the student provided at least three examples |
Clear evidence that the student provided 3 - 4 examples |
Clear and consistent evidence that the student provided 5 or more examples |
| Appropriate to exceptionality |
Little or no evidence that the student can design and teach learning activities that meet the diverse needs of some students |
Clear evidence that the student can design and teach learning activities that meet the diverse needs of most students |
Clear and consistent evidence that the student can design and teach learning activities that meet the diverse needs of all students |
| Supports curriculum objectives |
Little or no evidence that the student's Lesson objectives and activities are minimally aligned |
Clear evidence that the student's lesson objectives and activities are adequately aligned |
Clear and consistent evidence that the lesson objectives and activities are appropriately aligned |
| Use of technology to accommodate exceptionality or students use to enhance learning |
Little or no evidence that the student implements 0 - 2 technological techniques/devices |
Clear evidence that the student implements 3 - 4 technological techniques/ devices |
Clear and consistent evidence that the student implements at least 5 technological techniques/ devices |
Research
|
| |
Unacceptable |
Acceptable |
Commendable |
| Quality |
Little or no evidence that the student conducted field or library research related to exceptionality |
Clear evidence that the student conducted field or library research related to exceptionality; may not be well-constructed or issue many not be relevant |
Clear and consistent evidence that the student can construct field or library research into a contemporary issue |
| Analysis |
Little or no evidence that the student accurately analyze issues |
Clear evidence that the student analyzed correctly |
Clear and consistent evidence that the student analyzed clearly and correctly |
| Significance |
Little or no evidence that the student accurately discuss significance of issues |
Clear evidence that the student can demonstrate significance of most issues were discussed correctly |
Clear and consistent evidence that the student can demonstrate significance of all issues were discussed clearly and correctly |
| Application |
Little or no evidence that the student can apply to classroom curriculum clearly and appropriately |
Clear evidence that the student can apply to classroom curriculum or applied and not clear and/or appropriate |
Clear and consistent evidence that the student can apply to classroom curriculum clearly and appropriately |
| Dissemination |
Little or no evidence that the student can dissemination, or disseminated to colleagues, administrators, and/or classmates using neither an appropriate format nor was it unorganized |
Clear evidence that the student disseminated to colleagues, administrators, and/or classmates either using an appropriate format, or organized in a clear and concise way |
Clear and consistent evidence that the student disseminated to colleagues, administrators, and/or classmates using an appropriate format, organized in a clear and concise way |