Teacher Education - Wayne State University assessment results to all stakeholders. content oriented,...

SED 5060

1

Division: Teacher Education

Program Area: Special Education

Course #: SED 5060

Course Title: Developing Observation and Assessment Skills

Section #: Section(s) 001.002

Term/Year: Spring 2013

Course Location: Room 169, Education Building

Days: Tuesday/Thursday

Time: 8:30 am-11:15 am

Instructor: Marshall Zumberg, Ph.D.

Patricia Doyle, M.S.

Office Hours: Before/After class

E-mail: [email protected]

[email protected]

Course Description: Investigation and application of appropriate evaluation techniques for use with

severe/profound learners in a practice setting.

REQUIRED Text: (Note: this book is an excellent resource for MTTC review)

Taylor, R. (2009). Assessment of Exceptional Students: Education and Psychological Procedures,

8th Edition, Pearson Prentice Hall, Inc.

Course Policies: Students must notify the practicum site of any absence. Absences may be made up during the current quarter

with the approval of the Center Director or Supervising Teacher.

Students must be at the practicum site a minimum of 35 hrs.

Students should be aware that each practicum site utilizes students in different ways; that is, don’t worry if

you are doing something different from students at another center.

Please bring any difficulties, conflicts, etc., with placement or personnel to the instructor immediately. DO

NOT wait until the end of the quarter.

All assignments must be submitted on time; that is (a) there are NO exceptions, and (b) Instructor may assign

a 0 if assignment is late.

There is NO make-up FINAL Assessment if you are absent. You may retake if you received a grade of D

or E on the original FINAL Assessment. However if you retake the Final Assessment, the highest available

grade IN THE COURSE will be a C.

Class attendance and participation, although not a factor in grading, are highly recommended. A request for an “I” must be (a) made in writing, (b) submitted prior to final exam week, and (c) all missing

assignments completed during the following semester. Please note that NO I will be given except for

documented serious, personal reasons and ALL assignments must be completed and submitted prior to time of

request.

mailto:[email protected]

mailto:[email protected]

SED 5060

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Course Grading System:

No person can achieve a C or better until they have a positive evaluation (Appendix A) from the

field supervisor.

The FINAL Assessment may be taken a second time if the student receives 50% or less. In this

case, the highest available grade IN THE COURSE will be C. 97-100 A 93-96 A-

92-89 B+

85-88 B

81-84 B-

77-80 C+

73-76 C

69-72 D+

65-68 D

61-64 D-

SED 5060 OUTCOMES:

Michigan Teacher Training Curriculum Objectives

Outcomes Evaluation

Standards 6 & 7 Demonstrates the professional, ethical, and

legal roles and responsibilities involved in

the education of students with CI Demonstrates how to establish partnerships

with other school personnel, to enhance

learning for students with CI Demonstrates professional dispositions at an

educational site

Successfully completes 35 hours of observation, assessment and instruction at an educational site.

Pass/Fail: Field Supervisor Evaluation:

SIGNED and SUBMITTED with the final

project (See APPENDIX A for form) (See APPENDIX E for sample of

professional teacher evaluation items)

Standards 1 & 2

Understand types, characteristics, etiologies,

and prevention of CI Understand types and characteristics of

various assessment instruments and methods

Successfully creates Journal:

1. Records and reflects on daily observations and experiences at the educational site, and

2. Completes an ABC analysis

10 points: (see APPENDIX B for rubric)

Standards 3 & 5 Understand procedures for conducting

assessments to address the individual

strengths and needs of students with CI.

Understand procedures for developing,

implementing Individualized Education

Programs for students with CI

Successfully Completes Student Assignment:

1. Student description, 2. Student assessment, 3. Student instruction, and 4. An analysis of results and

recommendations


Standard 4 Articulate types and characteristics of

various assessment instruments and

methods.

Successfully articulates uses of various assessment instruments and methods of assessment as part of a Group Presentation.


Standards 1-7 Understand procedures for interpreting and

communicating assessment results to all

stakeholders.

Successfully completes an observation and assessment, content oriented, FINAL assessment.

50 Points: Instructor Evaluation

NO make-up Final Assessment if absent

You may retake a second time if your

grade is 50% or less

In this case, the highest COURSE grade

will be a C.

SED 5060

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Course Schedule:

Session #

Date

Activity

Lecture Topics and Practicum Assignments

(See APPENDIX B for Assignment Rubric)

Session 1

May 7

LECTURE

1

Introduction to course,

Begin Reading Chapters 1, 2, 3, 5 and 7

Placement arrangements and description of classrooms,

Assign Chapters for Group Presentations, and

The Legal Framework: Identifying children with disabilities

Session 2

May 9

LECTURE

2

Distinguish Between Formal and Informal Assessment Procedures,

Norm-Referenced Tests

Test Instrumentation,

Criterion Referenced/Curriculum-Based Tests, and

Portfolios, MI-ACCESS

Session 3

May 14

Placement

Visit 1

Begin Assignment 2

1. Arrange the time and days for your practicum 35 hours of visits

2. Collect information for Assignment 2 (A)

3. Record journal reflection Assignment 2 (B)

Session 4

May 16

LECTURE

3

Discuss Visit 1

Ethical Guidelines

Reliability and Validity

Observing and Recording student behavior:

o Understanding and Recording ABC analysis

o Objectives, Instruction, and Recording Progress on Objectives

Session 5

May 21

Placement

Visit 2

Begin Assignment 3 (for example)

1. Select a student for assessment and instruction in Assignment 3

2. Request access to this student’s file for information in assignment 3

3. If you are not allowed access to student files, ask teacher to copy relevant information with name of

student blacked out from reports (YOU MUST CHANGE ALL STUDENT NAMES across

written assignments)

Record Journal Reflection

Session 6

May 23

Placement

Visit 3

Assignment 2 (C) 1. Practice an ABC analysis (you must have a minimum of 3 observations)


Session 7

May 28

Placement

Visit 4

Continue Assignment 3


Session 8

May 30

Placement

Visit 5



Session 9

June 4

Placement

Visit 6


If possible, arrange to observe and/or talk to support personnel such as School Psychologist, Social

Worker, Speech & Language Pathologist, Physical or Occupational Therapist(s)


SED 5060

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Session #

Date

Activity

Lecture Topics and Practicum Assignments

(See APPENDIX B for Assignment Rubric)

Session 10

June 6

Placement

Visit 7


If possible, implement a small group lesson plan

Discuss with teacher the activities that have occurred during the visitations.

Make certain that teacher completes and returns the evaluation form found in APPENDIX A.


Session 11

June 11

LECTURE

4

Review Field Experiences (NOTE: students will be prepared to read and discuss 1 journal entry

important to his or her practicum experience)

Review Exam and Questions Regarding Written Assignments

Session 12

June 13

LECTURE

5

Assignment 4: Group Presentations

Discussion

Session 13

June 18

LECTURE

6

Assignment 4: Group Presentations

Discussion

Session 14

June 20

FINAL

Assessment

FINAL Student Assessment

Submission of all work (i.e., NO LATE SUBMISSIONS)

Discussions

Session 15

June 25

Re-Take

Re-Assessment if Necessary

Course STANDARDS: All standards and outcomes for this course can be defined as “conceptual statements reflecting

the knowledge, skills, and understanding an entry-level teacher needs in order to teach effectively in a Michigan classroom.” MTTC Study Guide for Cognitive Impairment, 2007.

In addition, all course outcomes and assignments have been cross-referenced to the MTTC. (See SED 5060 STANDARDS in APPENDIX C)

Plagiarism:

Plagiarism includes copying material (more than 5 consecutive words) from outside texts or

presenting outside information as if it were your own by not crediting authors through citations.

It can be deliberate or unintended. If you're in doubt about the use of a source, cite it.

Students caught plagiarizing information from other sources will receive a failing grade in the

course. University policy states that students can be subject to multiple sanctions, from

reprimand to expulsion as a consequence of academic dishonesty.

To enforce this policy, all outside references must be submitted with assignments.

(See additional examples in APPENDIX D)

SED 5060

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Incomplete and Withdrawal Policy:

Students must request an “I” (Incomplete) in writing and submit prior to final exam week. (See

Instructor for a copy of the form).

Students who withdraw from a course after the end of the 4th week of class will receive a grade

of WP, WF, or WN.

WP will be awarded if the student is passing the course (based on work due to date) at the time

the withdrawal is requested

WF will be awarded if the student is failing the course (based on work due to date) at the time

the withdrawal is requested

WN will be awarded if no materials have been submitted, and so there is no basis for a grade

Students must submit their withdrawal request on-line through Pipeline. The faculty member

must approve the withdrawal request before it becomes final, and students should continue to

attend class until they receive notification via email that the withdrawal has been approved.

Withdrawals can be requested at any point from the fifth week of class through the study day.

Students with Disabilities:

If you have a documented disability that requires accommodations, you will need to register with

Student Disability Services for coordination of your academic accommodations.

The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate

Library in the Student Academic Success Services department. SDS telephone number is 313-

577-1851 or 313-577-3365 (TTY: telecommunication device for the deaf; phone for hearing

impaired students only).

Once you have your accommodations in place, SDS staff will be glad to meet with you privately

during office hours to discuss your special needs. Student Disability Services’ mission is to assist

the university in creating an accessible community where students with disabilities have an equal

opportunity to fully participate in their educational experience at Wayne State University.

Religious Observance Policy:

Because of the extraordinary variety of religious affiliations represented in the University student

body and staff, the Wayne State University calendar makes no provision for religious holidays. It

is University policy, however, to respect the faith and religious obligations of the individual.

Students who find that their classes or examinations involve conflicts with their religious

observances are expected to notify their instructors well in advance so that alternative

arrangements as suitable as possible may be worked out.

SED 5060

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APPENDIX A

Field Supervisor Evaluation

STUDENT’S NAME:

SPECIAL EDUCATION TEACHER:

SCHOOL/FACILITY:

CLASSROOM TYPE: SXI Severe CI Moderate CI Mild CI ASD LD OTHER

(Circle one)

AGE GROUP:

(Check one)

Was the student on time for observations? YES NO

Did the student complete 35 hours of observations?

YES

NO

Did the student work appropriately with students in class? YES NO

Was the student appropriate with both students and staff? YES NO

Was the students overall work performance satisfactory?

YES

NO

Did the student exhibit any undesirable behavior toward

students or staff?

(If yes, explain in comments area)

YES

NO

Did the student respond positively to feedback? YES NO

COMMENTS/RECOMMENDATIONS

TEACHER DATE

SED 5060

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APPENDIX B

5060 Assignment Scoring Rubric

5060 Assignments

Points

Assignment 1: SIGNED Field Supervisor Evaluation Form

Pass/Fail

Assignment 2: Journal

A. Describe Setting:

Classroom/School: (for example)

Name of teacher and school where practicum is taking place

Briefly describe number and types of adults and their roles in classroom

Briefly describe the Room Environment (for example):

o Furniture arrangement

o Time schedule

o Interruptions

Population: (for example)

Briefly describe the characteristics of the students.

Briefly describe characteristics that make them different from students in

general education.

Briefly describe ways students were similar to students in general education.

Materials: (for example)

Briefly Give examples of instructional materials and methods you observed

Briefly Give examples how materials and methods differed from those found

in general education.

B. Record Journal Reflections after EACH Visit: (for example)

Briefly describe/reflect on the types of activities in which you participated during each

visit (e.g., any activity such as feeding, dressing, teaching simple motor, social or

EGLCE/cognitive activities).

Briefly describe/reflect on instructional events that occurred during each visit? (e.g., did

staff teach communication, hand washing, classroom jobs, EGLCES, etc.?)

Briefly describe/reflect on behavior management occurring in classroom during your

visits.

Briefly describe who collected data, the type of data and when data was collected during

visits.

C. Practice an ABC Analysis:

1. Operationally define the behavior you are observing

2. Design an ABC data collection sheet

3. Observe and record the student behavior (i.e., a minimum of 3 observations).

4. Briefly Summarize your observations

10 Total

points

(2/10 pts)

(3/10 pts)

(5/10 pts)

SED 5060

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Assignment 3: Student Assignment Assessing and Teaching a Functional or Academic Skill

A. Write Student Description:

Name (CHANGE Student NAME)

Gender

Date of Birth

CA

Grade

Summarize Student Formal Test Results from School IF AVAILABLE (for example):

o Peabody Individual Achievement Test

o Wide Range Achievement Test

o WISC-R

o MI ACCESS or other alternative testing

Summarize Other Student Test Results from School IF AVAILABLE (for example):

o Academic (e.g., (e.g., teacher reports, progress reports, grades)

o Fine Motor (e.g., OT and teacher reports)

o Personal (e.g., OT and teacher reports)

o Gross Motor (e.g., PT and teacher reports)

o Communication (e.g., speech and teacher reports)

Summarize Personal Observations of Student (for example)

o Health

o Cooperation

o Attention

o Other such as vision, hearing, or muscle tone

30

Total

points

(5/30 pts)

B. Describe Baseline Assessment Results: Define the functional or academic skill you assessed

Describe the assessment you used or developed

List the setting, materials, and steps on how you gave the assessment

Assess this skill a minimum of 3 times (i.e., remember this is a TEST, don’t help student).

Include your assessment data sheet with student data

Summarize results from your assessment

Write 1 goal and 2 objectives based on your results

(10/30 pts)

C. Describe Instruction & Results: Choose 1 objective from above

List the setting, materials, and steps on HOW you plan to teach the objective

Teach this objective a minimum of 3 times

Include your Data sheet with student data

Graph Student Data from your observations (i.e., LINE GRAPH)

(10/30 pts)

D. Recommendations/Discussion Based on YOUR Instructional Sessions and Data Summarize data from graph, for example,

o Would you continue instruction on this skill?

o Would you modify your instructional methods?

o Would you add new objectives?

o What were problems?

o How might these results effect future instruction for student?

(5/30 pts)

SED 5060

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Assignment 4: Presentation Each presentation is over instructor assigned assessment areas.

Each presentation should be 15-20 TOTAL minutes.

Each person will deliver a 3-4 minute presentation.

Presenters must use PowerPoint. Feel free to disseminate your presentation or other

materials to peers in class.

Each presentation will consist of:

1. Background information about your assigned area,

2. Assessment strategies from the book and your school in your

assessment area,

3. A brief description of 2-3 specific tests found in the book or your

school in your assessment area (preferably ones you found in your

school), and

4. Description of instruction at your school as it relates to your

assessment area.

Presenter(s) must deliver the information demonstrating oral skills to ensure clarity of the

material presented. You are encouraged to involve your peers at some point in the group

presentation.

10

Total

points

FINAL Assessment Instructor Evaluation There is NO make-up Final Assessment if you are absent. You may retake a second time if you receive a grade of 50% or less.

In this case, the highest available grade IN THE COURSE will be a C.

50

Total

points

SED 5060

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APPENDIX C

SED 5060 Standards 1. Understand types, characteristics, etiologies, and prevention of cognitive impairments, including:

5060 Outcomes 5060 Assignments

definitions and criteria related to the types and levels of

cognitive impairments

Read Chapters 1 and Lecture 1

Practicum: Student & Site Descriptions

Final

common cognitive, behavioral, psychological, social/emotional,

and motor characteristics of individuals with cognitive

impairments

Read Chapters 1 and Lecture 1

Practicum: Observations

Practicum: Student Descriptions & Interactions

Final

the concepts of intellectual functioning and adaptive behavior Read Chapter 1, 3 and Lecture 1

Presentation: Chapter 8

Practicum: Student Descriptions

Final

2. Understand types and characteristics of various assessment instruments and methods, including:


basic concepts and terminology used in assessment,

including specialized terminology used in the assessment of

students with cognitive impairments

Read and Lecture Chapter 2

Practicum: Student files/reports & Instructional Staff

Final

types, characteristics, and methods of formal and informal

assessments (e.g., adaptive behavior assessments,

intelligence tests, behavior-rating scales, performance

assessments)

Read Chapter 2 and Lecture 2

Group Presentations


Final

principles of and procedures for creating, selecting, and

evaluating educational and adaptive behavior assessment

instruments and methods


Practicum: Assessment & Data Analyses

Final

uses and limitations of various formal and informal

assessment instruments and methods (e.g., task analyses,

functional assessments, progress monitoring)

Read Chapters 2 and 5 and Lecture 2


Final

3. Understand procedures for conducting assessments to address the individual strengths and needs of students

with cognitive impairments, including:


procedures for collaborating with students'

parents/guardians, classroom teachers, related service

providers, and others to gather background information on

students’ academic, medical, developmental, and family

history

Read Chapters 2 and Lecture 1, 2, 3


Final

screening, prereferral, referral, and classification

procedures


Final

procedures for the early identification of young children

who may be at risk for disabilities, including those who

may have cognitive impairments


Final

principles and procedures for modifying or adapting formal

national, state, and local standardized assessments

Read Chapters 1, 5 and Lecture 2

Final

uses of assistive technology for conducting assessments Read Chapter 2 and Lecture 2

Final

procedures for developing, selecting, adapting, and

modifying various assessment instruments and strategies

for students with diverse characteristics and needs (e.g.,

related to culture, language, and nature and severity of

disabilities)

Read Chapters 1, 2, & 5 and Lecture 1 & 2

Practicum: Assessment and Data Collection

Practicum: Observation

Final

SED 5060

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3. (Continued):


knowledge of environmental conditions during assessment

that affect the performance of students with cognitive

impairments

Read Chapters 1 & 2 and Lecture 1 & 2

Final

procedures to ensure the use of nonbiased formal and

informal assessments, including assessments of students

from culturally and linguistically diverse backgrounds (e.g.,

Michigan's Alternative Assessment Program: ELL-Access)

Read Chapters 1, 2, & 3 and Lecture 1, 2, & 3

Final

4. Understand procedures for interpreting and communicating assessment results to all stakeholders.


the interpretation of results of informal and formal

assessments of students with cognitive impairments

Read Chapters 2, 3 Lecture 2 & 3


Final

factors and procedures involved in diagnosing cognitive

impairments


Final

strategies for effectively communicating assessment results

to all stakeholders (e.g., students with cognitive

impairments, their parents/guardians, general education

teachers, administrators, service providers)



Final

culturally responsive strategies for ensuring effective

communication among stakeholders involved in the

assessment process

Read Chapter 3 Lecture 3


Final

5. Understand procedures for developing, implementing, and amending Individualized Education Programs

(IEPs), Individualized Family Service Plans (IFSPs), and transition plans for students with cognitive

impairments, including:


procedures for using assessment information to determine

eligibility for special education and related services Read Chapters 1 & 2 and Lecture 1 & 2

Final

strategies for using assessment information to make

program, placement, and service delivery decisions for

students with cognitive impairments, including those from

culturally and linguistically diverse backgrounds

Read Chapters 1 & 2 and Lecture 1 & 2

Practicum: Assessment and Objective Selection

Practicum: Data Analyses and Objective Monitoring

Final

6. Understand how to establish partnerships with other school personnel, professional organizations, and

community agencies to enhance learning opportunities for students with cognitive impairments, including:


Roles and responsibilities of various school personnel (e.g.,

general education teachers, speech and language

pathologists, OT’s, PT’s; social workers) in providing a

comprehensive educational program for students with

cognitive impairments.

Read Chapter 2 Lecture 2



Final

strategies and procedures for supervising and working with

teachers’ aides, volunteers, and paraprofessionals



Final

7. Understand the professional, ethical, and legal roles and responsibilities involved in the education of students

with cognitive impairments.


knowledge of the importance of upholding high standards of

competence, good judgment, and integrity when conducting

instructional and other professional activities, including

complying with all applicable laws, policies, and procedures

(e.g., evaluation requirements, behavior management)

Read Chapter 1 & 3 and Lecture 1-7

Practicum: Observation & Instructional Staff

Final

appropriate procedures for creating and maintaining records

regarding students with cognitive impairments, including

following legal and ethical guidelines for maintaining

confidentiality

Read Chapter 1 & 3 and Lecture 1, 2 & 3

Practicum: Instructional Staff, Student Description

Final

SED 5060

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APPENDIX D

Additional Information on Plagiarism (Writing Tutorial Services, Indiana University,

Bloomington, IN)

What is Plagiarism and Why is it Important?

In college courses, we are continually engaged with other people's ideas: we read them in texts, hear

them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is

very important that we give credit where it is due. Plagiarism is using others' ideas and words

without clearly acknowledging the source of that information.

How Can Students Avoid Plagiarism?

To avoid plagiarism, you must give credit whenever you use

another person's idea, opinion, or theory;

any facts, statistics, graphs, drawings--any pieces of information--that are not

common knowledge;

quotations of another person's actual spoken or written words;

or paraphrase of another person's spoken or written words.

These guidelines are taken from the Student Code of Rights, Responsibilities, and Conduct.

To help you recognize what plagiarism looks like and what strategies you can use to avoid it, select

one of the following links or scroll down to the appropriate topic.

How to Recognize Unacceptable and Acceptable Paraphrases

Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the

1890s by Joyce Williams et al.:

The rise of industry, the growth of cities, and the expansion of the population were the three great

developments of late nineteenth century American history. As new, larger, steam-powered factories

became a feature of the American landscape in the East, they transformed farm hands into industrial

laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the

growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the

centers of production as well as of commerce and trade.

Here's an UNACCEPTABLE paraphrase that is plagiarism:

The increase of industry, the growth of cities, and the explosion of the population were three large

factors of nineteenth century America. As steam-driven companies became more visible in the

eastern part of the country, they changed farm hands into factory workers and provided jobs for the

large wave of immigrants. With industry came the growth of large cities like Fall River where the

Bordens lived, which turned into centers of commerce and trade as well as production.

SED 5060

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What makes this passage plagiarism?

The preceding passage is considered plagiarism for two reasons:

1. the writer has only changed around a few words and phrases, or changed the order of the original's

sentences.

2. the writer has failed to cite a source for any of the ideas or facts.

If you do either or both of these things, you are plagiarizing.

NOTE: This paragraph is also problematic because it changes the sense of several sentences (for

example, "steam-driven companies" in sentence two misses the original's emphasis on factories).

Here's an ACCEPTABLE paraphrase:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the

nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing,

and as immigrants arrived in the US, they found work in these new factories. As a result, populations

grew, and large urban areas arose. Fall River was one of these manufacturing and commercial

centers (Williams 1).

Why is this passage acceptable?

This is acceptable paraphrasing because the writer:

accurately relays the information in the original

uses her own words.

lets her reader know the source of her information.

Here's an example of quotation and paraphrase used together, which is also ACCEPTABLE:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the

nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing,

the demand for workers "transformed farm hands into factory workers," and created jobs for

immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of

these manufacturing hubs that were also "centers of commerce and trade" (Williams 1)

Why is this passage acceptable?

This is acceptable paraphrasing because the writer:

records the information in the original passage accurately.

gives credit for the ideas in this passage.

indicated which part is taken directly from her source by putting the passage in

quotation marks and citing the page number.

Strategies for Avoiding Plagiarism

1. Put in quotations everything that comes directly from the text especially when taking notes.

2. Paraphrase, but be sure you are not just rearranging or replacing a few words.

SED 5060

14

Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or

close the text so you can't see any of it (and so aren't tempted to use the text as a "guide"). Write out

the idea in your own words without peeking.

3. Check your paraphrase against the original text to be sure you have not accidentally used the same

phrases or words, and that the information is accurate.

Terms You Need to Know (or What is Common Knowledge?)

Common knowledge: facts that can be found in numerous places and are likely to be known by a lot

of people.

Example: John F. Kennedy was elected President of the United States in 1960.

This is generally known information. You do not need to document this fact.

However, you must document facts that are not generally known and ideas that interpret facts.

Example: According the American Family Leave Coalition's new book, Family

Issues and Congress, President Bush's relationship with Congress has hindered family leave

legislation (6).

The idea that "Bush's relationship with Congress has hindered family leave legislation" is not a fact

but an interpretation; consequently, you need to cite your source.

Quotation: using someone's words. When you quote, place the passage you are using in quotation

marks, and document the source according to a standard documentation style.

The following example uses the Modern Language Association's style:

Example: According to Peter S. Pritchard in USA Today, "Public schools need reform but they're

irreplaceable in teaching all the nation's young" (14).

Paraphrase: using someone's ideas, but putting them in your own words. This is probably the skill

you will use most when incorporating sources into your writing. Although you use your own words

to paraphrase, you must still acknowledge the source of the information.

SED 5060

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APPENDIX E

Common Teacher Evaluation Sections1

Teacher's Role with Curriculum

Teacher's Role with Assessment

Teacher's Role with Instruction

Teacher's Role with Classroom Management

Teacher's Role with Professional Relationships:

o exhibits a positive professional attitude,

o exercises initiative in implementing programs, policies, procedures,

o willingly gives and receives collegial assistance, and

o treats students, colleagues, parents with dignity, respect and fairness.

Teacher's Role within the School Community

o willingness to share in responsibilities and activities,

o works effectively with colleagues in collaborating, and

o abides by school and district policies

Teacher's Participation in Professional Development

1personal communication; Bloomfield Hills Schools Teacher Evaluation Sections, 6/17/10

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