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1
Reading
Specialist
Practicum
Handbook
2
School of Education
Office of Clinical Experiences
Clinical Experiences University of Wisconsin-Platteville
1 University Plaza, 125 Doudna Hall Platteville, WI 53818-3099
Peggy Marciniec, Ed.D., Reading Coordinator Phone: 608-342-1656
Email: [email protected]
Jessica Leibfried, Support Staff Phone: 608-342-1271
Email: [email protected]
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FOREWORD
This Reading Specialist Practicum Handbook has been prepared to guide you through
your final phase in obtaining reading certification. We want you to be successful. In order for
this to happen, you will need to work collaboratively with everyone involved in this experience,
especially the Site Supervisor and University Supervisor assigned to you. Pay particular
attention to the various roles people play and the responsibilities each of these individuals has in
mentoring you. Included in this handbook are forms that used to document your experience. If
you have any questions, please do not hesitate to call.
Thank you for choosing UW-Platteville for your continued professional development.
We appreciate the confidence you have placed in us to ensure that you have the necessary
knowledge, skills, and dispositions to be successfully endorsed as reading teachers effectively
serving students with disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Clinical Experiences Office
University of Wisconsin-Platteville
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TABLE OF CONTENTS
Forward………………………………………………………………………………..3
Table of Contents……………………………………………………………………...4
Reading Guidelines…………………………………………………….……………..5-7
Practicum Requirements………………………………………………………………8
Health Report/Criminal History Check……………………………………………….9
Procedures for Certification…………………………………………………………..9
Career Center………………………………………………………………………….9-10
Practicum Roles and Responsibilities………………………………………………...11
Initial Observation Report by University Supervisor…………………………………12
Record of Visits to Practicum Students………………………………………………13
Weekly Log…………………………………………………………………………..14
Pre-Observation Plan…………………………………………………………………15
Post-Observation Plan………………………………………………………………...16
Observation Report by University Supervisor………………………………………..17
Wisconsin Standards………………………………………………………………….18-20
Reviewer’s Rubric…………………………………………………………………….21
Pre/Post-Practicum Reflection………………………………………………………..22-25
Practicum Evaluation by Site Supervisor……………………………………………..26-28
Practicum Evaluation by University Supervisor……………………………………...29-31
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Reading Content Guidelines
Wisconsin Teaching Standards International Reading Association standard
UW-Platteville KSDs (knowledge,
skills, dispositions)
Standard 1: Content: The teacher
understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students
1.1 Foundational Knowledge Understand
major theories & empirical research that describe the cognitive, linguistic, motivational & socio-cultural foundation of reading & writing, development, processes, & components including word recognition, language comprehension, strategic knowledge & reading writing connections
1.2 Foundational knowledge- understand
the historically hared knowledge of the profession & changes over time in the perceptions of reading & writing development processes & components
1.3 Foundational Knowledge, Understand
the role of professional judgment & practical knowledge for improving all student’s reading development & achievement
KSD1a demonstrates knowledge of content and pedagogy KSD3c engages students in learning
Standard 2: Development: The
teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.
2.1 Use foundational knowledge to design
or implement an integrated comprehensive & balanced curriculum
2.2 Use appropriate & varied instructional
approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection
2.3. Use a wide range of texts (narrative,
expository, poetry, from traditional, online, digital)
KSD1b demonstrates knowledge of students
Standard 3: Diversity: The teacher
understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities
4.1 Diversity Use a literacy curriculum&
engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity
4.2 Diversity Use a literacy curriculum&
engage in instructional practices that positively impact students knowledge, beliefs and engagement with the features of diversity
4.3.Diversity Develop & implement
strategies to advocate for equity
KSD1b demonstrates knowledge of students KSD2a creates an environment of respect and rapport KSD2b establishes a culture for learning
KSD3e demonstrate flexibility and responsiveness
Standard 4.Instructional Strategies
Teachers know how to teach. The teacher understands & uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical
2.2 Use appropriate & varied instructional
approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection
KSD1e designs coherent instruction
KSD3b uses questioning and discussion techniques
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thinking, problem solving & performance skills KSD1c selects instructional goals
KSD1d demonstrates knowledge of resources
Standard 5: Environment: The
teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
5. 1 Literate environment- Design the
physical environment to optimize student’s use of traditional print, digital & online resources in reading & writing instruction
5.2 LE…social environment
5.3 LE Use routines to support reading &
writing instruction
5.4 LE Use a variety of classroom
configurations (whole class, small group, individual to differentiate instruction)
KSD2a creates an environment of respect and rapport KSD2b establishes a culture for learning KSD2c manages classroom procedures KSD2d manages student behavior KSD2e organizes physical space KSD3a communicates clearly and accurately KSD4b maintains accurate records KSD4c communicates with families
Standard 6: Communication: The
teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
6.3 Professional Learning Participate in
design, facilitate, lead & evaluate effective & differentiated professional development programs
KSD4a communicates with families KSD3a communicates clearly and accurately KSD4b maintains accurate records KSD4c communicates with families
Standard 7 Instructional Planning: The
teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.
2.1 Use foundational knowledge to design
or implement an integrated comprehensive & balanced curriculum
2.2 Use appropriate & varied instructional
approaches including those that develop work recognition, language comprehension, strategic knowledge & reading/writing connection
2.3. Use a wide range of texts (narrative,
expository, poetry, from traditional, online, digital)
KSD1c selects instructional goals
KSD1d demonstrates knowledge of resources
KSD1e designs coherent instruction
KSD3b uses questioning and discussion techniques
KSD3d provides feedback to students
KSD3e demonstrates flexibility and responsiveness
Standard 8: Assessment: The
teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil
3.1 Assessment Understand types of
assessment & their purposes, strengths & limitations
3.2 Assessment Select, develop,
administer, & interpret assessments both traditional print & electronic for specific purposes
3.3 Assessment Use assessment info to
plan & evaluate instruction
KSD1f assesses student learning
KSD3d provides feedback to students
KSD4b maintains accurate records
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3.4 Assessment Communicate
assessment results & implications to variety of audiences
Standard 9: Reflection: The teacher is
a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
6.1 Professional Learning Demonstrate
foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture
6.2 Professional Learning Display
positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors
6.3 Professional Learning Participate in
design, facilitate, lead & evaluate effective & differentiated professional development programs
KSD4a reflects on teaching
KSD4a communicates with families
KSD4d contributes to the school and district
KSD4e grows and develops professionally
KSD4f shows professionalism
Standard 10: Collaboration: The
teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner
6.1 Professional Learning Demonstrate
foundational knowledge of adult learning theories & related research about organizational change, processional development & school culture
6.2 Professional Learning Display
positive dispositions related to their own reading & writing & the teaching of reading & writing & pursue the development of individual professional knowledge & behaviors
6.3Professional Learning Participate in
design, facilitate, lead & evaluate effective & differentiated professional development programs
6.4 Professional Learning Understand &
influence local, state, or national policy decisions
KSD4a reflects on teaching
KSD4c communicates with families
KSD4d contributes to the school and district
KSD4e grows and develops professionally
KSD4f shows professionalism
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PRACTICUM REQUIREMENTS To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Site Supervisor and University Supervisor.
Practicum students serving a school district on an emergency license as a reading teacher
3 Graduate Credits = 1 semester (115 hours)
*Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor
*Carry out duties assigned to you.
Practicum students serving a school district as a general education teacher
or reading paraprofessional in a Title 1 or similar program
3 Graduate Credits = 1 Semester (115 hours)
*Complete Practicum experience under the direction of a licensed teacher endorsed in reading
and a University Supervisor
*Carry out duties assigned to you
*Arrange to complete the following tasks:
1. Log 112 hours working within a reading classroom setting performing tasks
typically assigned to an reading teacher/specialist.
2. To promote reflective practice, teacher will write journals in which they record
important practical classroom/teacher/learner experiences and relate them to
theories, methods, and/or cultures informing their classroom practice and/or
teacher/learner behaviors and to the Wisconsin Teaching Standards and UW
Platteville KSDs, standards, and meeting the International Reading Association
standards. This is an activity in which teachers are engaged throughout the
semester.
Practicum students not currently employed full-time in a school setting
3 Graduate Credits = 1 Semester – 115 hours
* Complete Practicum experience under the direction of a licensed teacher with a reading
endorsement and a University Supervisor (Teacher must meet at least the minimum requirements
of a student teaching supervisor)
*Carry out duties assigned to you as a guest of your school district
*Arrange to complete the following tasks:
1. Log 115 hours working within a school setting performing tasks typically
assigned to a reading specialist serving as a mentor, guide, curriculum specialist
in reading. Plan on seven weeks of consecutive instruction and service to the
district.
Health Report/Criminal History Check
9
This is something that is becoming more common in school districts. Please check with the
School District to see if this is something that you are required to do if you are not in your home
district.
Procedures for Certification
Each teacher who intends to teach in Wisconsin should make application for new licensure
certification near the completion of their Practicum. The application form may be obtained
online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should
write to or email the State Superintendent of Public Instruction in that state and ask for the
procedures for obtaining a teaching certificate in that state. It should be kept in mind that having
a copy of a Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in
another state.
The completed application and check should be submitted to the following: Certification Officer,
School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The
Certification Officer will verify that all requirements have been met, including the submission of
your final practicum grade, and forward the application packet onto the Department of Public
Instruction.
Career Center
The University provides a Career Center for the convenience of alumni who seek help in
securing a teaching position. This office provides assistance with resumes, cover letters,
interview techniques, job search strategies and information about a large number of vacancies in
Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can
refer to their website for education majors at:
http://www.uwplatt.edu/careercenter/teacher/index.html.
Teachers should update credentials by the beginning of their final semester of course work on
campus. Even those who may not be seeking employment immediately should establish a
credential file with “open” recommendations since persons who can make the greatest
contribution to this file may be available now but may not be so at a later date, and
recommendations would of necessity be more vague and of less value in presenting a prospective
teacher to a prospective employer.
In order for the Career Center to function to the best advantage of all concerned, it is important
that they be notified as soon as a teaching position has been accepted.
Reference Checklist:
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Include the names, emails, business phone # and possibly cell # if approved by your
references. These are individuals that you will use as references that you would like the
employer to talk with, at some time, during the hiring process.
The individuals you list as references DO NOT have to be the same individuals that you
have received letters of recommendation (or letters of reference) from for your portfolio
or self-credential file.
What format should you use when listing your references? When listing your references,
you have two options to choose from:
1. Your references can be part of your resume. List them directly following the last
section of text on your resume.
2. You can also list your references on a separate page. HOWEVER, remember to
include your name and contact information at the top of your page (you should
use the same heading you used on your resume). Follow this information with the
heading “REFERENCES,” and then list the contact information. An example of a
reference page is available at:
www.uwplatt.edu/careercenter/resources/index.html
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PRACTICUM ROLES AND RESPONSIBILITIES
Role
Responsibilities
Reading
Coordinator
1. Verifies that student has completed all coursework and earned a qualifying FoRT score in
preparation for practicum experience.
2. Maintains student’s file to verify completion of program.
3. Coordinates presentation of licensure portfolio.
Clinical
Experiences
Office
1. Administers and coordinates all practicum experiences.
2. Works with administrators of cooperating schools in assigning practicum students to the
site supervisors.
3. Assigns University Supervisors to work with Site Supervisors and practicum students.
4. Monitors practicum evaluations to ensure they are appropriately conducted and recorded.
5. Acts as fiscal agent for the practicum program.
6. Serves as liaison between the student, Education Office of Special Programs, various
departments of the University and cooperating schools.
University
Supervisor
1. Attends orientation to Practicum Supervision with Coordinator of Education Office of
Special Programs.
2. Observes student 3 times per semester for students taking the practicum.
3. Completes the observation paperwork and practicum evaluation, discusses contents with
the student, and submits paperwork to the Clinical Experiences Office.
Site
Supervisor
1. Supports student on working toward towards his/her goals
2. Collaborates with University Supervisor in assigning a grade for the practicum.
3. Assist the practicum student in the mentoring, reflection and monitoring of meeting the
International Literacy Association Reading Specialist standards.
4. Completes the practicum evaluation, discusses contents with the student, and submits
paperwork to the Clinical Experiences Office.
Highly-Qualified
Licensed Reading
Specialist in the
district or district
central office
administrator
1. Assists student in completing the practicum. Must be a fully-licensed reading teacher
willing to allow student to complete practicum under his/her direction
2. Collaborates with University Supervisor on a Final Evaluation
3. Assists practicum student with meeting standards of International Literacy Association
Reading Specialist standards.
Practicum
Student
1. Completes Pre- and Post-Practicum Self-Assessment
2. Keeps a Journal/log of practicum activity, observations, and reflections throughout the
practicum experience.
3. For each visit by University Supervisor, completes Pre-Observation Plan and Post-
Observation Reflection
4. Update Portfolio submitted for the Reading Specialist and complete all reflections,
demonstrating competence in standards. Submit it to Reading Coordinator. An electronic
version is required using a format that is straightforward, easily displaying reflections and
artifacts. 5. Completes additional activities as assigned by University personnel.
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INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
University Supervisor_____________________ Date__________________________
Practicum Student ________________________ School________________________
Number of Practicum Credits__(3) 115 hours______________
Time Spent:
With Practicum Student____________________
With Site-Supervisor______________________
ORIENTATION VISIT
_____ 1. Explain all forms
_____ 2. Outline University expectations of student
_____ 3. Explain the roles of student and the university supervisor.
______4. Set the first observation date.
Comments:
____________________________________ ___________________________________
Site-Supervisor Signature Practicum Student Signature
_____________________________________ ____________________________________
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University Supervisor Date
RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
TIME (Hrs.)
Practicum Student Date W/Practicum
Student
W/Site
Supervisor or
Reading Teacher
Observation of.
Teaching
TIME (Hrs.)
Practicum Student Date W/Practicum
Student
W/Site
Supervisor
Observation of
Teaching
14
Discuss with Site-Supervisor/Reading Teacher and University Supervisor Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE Activity WI
teaching
standard
connection
Reflection
15
Attach assessment and supporting documents you will use with this lesson
PRE-OBSERVATION PLAN BY PRACTICUM STUDENT Fill out one week in advance of observation and submit to University Supervisor
Student ________________________University Supervisor _____________________Date___________
Task _______________________________________________________________________________
Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial Collaboration, Parent Meeting,
Other – Be specific.
Goal(s) _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Two or Three Content Guideline Connections
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Objective – What do I hope to accomplish?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Plan to achieve objective
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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POST-OBSERVATION REFLECTION BY PRACTICUM STUDENT Fill out immediately after observation and prior to conversation with University Supervisor.
Did I accomplish my objective? Why or why not?
What went well?
What didn’t go well and why? What might I do differently in the future?
What effect has this experience had on me?
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OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit 1 2 3 Date ____________________________
Student ____________________________ University Supervisor ____________________________
Time spent with Practicum Student_______ Time spent with Site-Supervisor/Reading Teacher _________
Time spent observing lesson_________________
COMPONENTS OF PROFESSIONAL PRACTICE Check 2 or 3 observation area(s) during observation and narrate on the back and in additional pages
evidence of competency in each area observed.
Wisconsin Administrative Standards
The seven administrator standards for administrator development and licensure are:
The administrator
STANDARD 1:
FOUNDATIONAL KNOWLEDGE
Candidates demonstrate knowledge of the theoretical, historical, and evidenced-based
foundations of literacy and language; knowledge of effective schoolwide professional learning;
knowledge base for developing, implementing, and evaluating schoolwide literacy programs,
pre-K through grade 12; knowledge of the integral role of the literacy coordinator/supervisor. STANDARD 2: CURRICULUM & INSTRUCTION
Candidates lead the development, implementation, and evaluation of school- and districtwide literacy curriculum and instructional practices; advocate for and lead efforts to engage families and communities; develop and enact a vision for the literacy curriculum.
STANDARD 3: ASSESSMENT & EVALUATION
Candidates provide leadership for developing and evaluating a districtwide comprehensive assessment
system to inform districtwide instruction and evaluate interventions; facilitate discussions to interpret and
analyze data patterns; design and facilitate district improvement initiatives with appropriate professional
learning experiences; communicate districtwide assessment results and advocate for appropriate literacy
STANDARD 4: DIVERSITY & EQUITY
Candidates apply foundational knowledge to lead and guide school- and districtwide efforts to advance
diversity and equity; promote self-reflection by school personnel about the effect of culture, beliefs, and
potential biases on practices. literacy instruction; develop, organize, and lead professional learning
experiences related to diversity for school and district staff; advocate for change in education practices
and institutional structures that are inherently biased or prejudiced.
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literacy instruction; develop, organize, and lead professional learning experiences related to diversity for school and district staff; advocate for change in education practices and institutional structures that are inherently biased or prejudiced. STANDARD 5: LEARNERS & THE LITERACY ENVIRONMENT
Candidates develop, lead, and evaluate school- and districtwide opportunities to differentiate instruction in order to meet the developmental needs of all learners; use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environme
STANDARD 5: LEARNERS & THE LITERACY ENVIRONMENT
Candidates develop, lead, and evaluate school- and districtwide opportunities to differentiate instruction in order to meet the developmental needs of all learners; use a variety of digital and print materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment.
Candidates use their knowledge to coordinate ongoing school and district literacy improvement efforts; design, facilitate, and coordinate effective professional learning experiences; increase the shared understanding and implementation of school- and community-based improvement efforts; advocate for and coordinate innovative and sustainable school and district improvement efforts that address the context-specific needs of the local communit STANDARD 7: PRACTICUM/CLINICAL EXPERIENCES
Candidates in traditional, hybrid, and online programs have a minimum of two integrated, extended practicum/clinical experiences focused on developing and evaluating school and district literacy needs, school- and districtwide literacy frameworks, and a coherent assessment system; develop and lead school- and
___________________________________ _______________________________
University Supervisor Practicum Student
REVIEWER’S RUBRIC- Reading Specialist/Literacy Coach
STANDARD Unacceptable Acceptable Target Met/
Not
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Standard 1 - Content: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful to students.
Standard 2 - Development: The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social and personal development.
Standard 3 - Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4 - Instructional Strategies: Teachers know how to teach. The teacher understands & uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving & performance skills.
Standard 5 - Environment: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Standard 6 - Communication: The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7 - Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community and curriculum goals.
Standard 8 - Assessment: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the pupil.
Standard 9 - Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally.
Standard 10 - Collaboration: The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
ADMINISTRATOR
Standard 2: Administrator leads by facilitating the
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development, articulation, implementation and stewardship of a vision of learning that is shared by the school community.
Standard 3: The administrator manages by advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.
Standard 5: The administrator models collaborating with families and community members responding to diverse community interests and needs, and mobilizing community services.
Standard 6: The administrator acts with integrity, fairness and in an ethical manner.
Standard 7: The administrator understands, responds to, and interacts with the larger political, social, economic, legal and cultural context that affects schooling.
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Discuss with Site-Supervisor/Reading Teacher and University Supervisor
Give Copy to University Supervisor
_____PRE OR______POST-PRACTICUM STUDENT REFLECTION
OF READING PRACTICUM COMPETENCIES
____________________________ ____________________
Practicum Student Date
____________________________ ____________________
Grade(s) Class(s)
Key:
D =
Distinguished
P =
Proficient
B =
Basic
U =
Unsatisfactory
(Incomplete)
NO =
Not
Observed
Performs as a competent,
Reading candidate
Performs as a successful
beginning Reading
Performs with minimal
competency; regular
supervision required
Requires more
education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best represents your judgment of the student teacher’s performance. D P B U NO
Standard 1 – Content: Teachers know the subjects they are teaching
What I’m feeling comfortable with:
Goals:
Standard 2 – Development: Teachers know how children grow
What I’m feeling comfortable with:
Goals:
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Standard 3 – Diversity: Teachers understand that children learn differently
What I’m feeling comfortable with:
Goals:
Standard 4 - Instructional Strategies: Teachers know how to teach
What I’m feeling comfortable with:
Goals:
Standard 5 – Environment: Teachers know how to manage a classroom
What I’m feeling comfortable with: Goals:
Standard 6 – Communication: Teachers communicate well
What I’m feeling comfortable with:
Goals:
Standard 7 - Instructional Planning: Teachers are able to plan different kinds of lessons
What I’m feeling comfortable with:
Goals:
23
Standard 8 – Assessment: Teachers know how to test for student progress
What I’m feeling comfortable with:
Goals:
Standard 9 – Reflection: Teachers are able to evaluate themselves
What I’m feeling comfortable with:
Goals:
Standard 10 – Collaboration: Teachers are connection with other teachers and the community
What I’m feeling comfortable with:
Goals:
Administrative Standard 2: Administrator leads by facilitating
the development, articulation, implementation and stewardship of a vision of learning that is shared by the school community.
What I’m feeling comfortable with: Goals:
Administrative Standard 3: The administrator manages by
advocating, nurturing, and sustaining a school culture and instructional program conducive to pupil learning and staff professional growth.
24
What I’m feeling comfortable with: Goals:
Administrative Standard 4: The administrator ensures
management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.
What I’m feeling comfortable with: Goals:
Administrator Standard 5: The administrator models
collaborating with families and community members responding to diverse community interests and needs, and mobilizing community services.
What I’m feeling comfortable with: Goals:
Administrator Standard 6: The administrator acts with integrity,
fairness and in an ethical manner.
What I’m feeling comfortable with: Goals:
Administrator Standard 7: The administrator understands,
responds to, and interacts with the larger political, social, economic, legal and cultural context that affects schooling.
What I’m feeling comfortable with:
Goals:
25
GRADUATE PRACTICUM EVALUATION (By Site Supervisor/Cooperating Teacher)
(Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed
cooperating teacher.)
Student: Semester: Year:
Program: Grades
taught:
Hours
completed:
Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory
(Incomplete) NO=Not Observed
Performs as a competent, experienced practicum
student
Performs as a successful, beginning practicum
student
Performs with minimal competency; regular supervision required
Requires more education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best represents your judgment of the practicum student’s performance in relation to the Wisconsin teaching standards.
D P B U NO
Standard 1.Content: The teacher understands the central concepts, tools of inquiry,
and structures of the disciplines she or he teaches and can create learning experiences
that make these aspects of subject matter meaningful for pupils.
Standard 2.Development: The teacher understands how children with broad ranges of
ability learn and provides instruction that supports their intellectual, social, and
personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety of
instructional strategies, including the use of technology, to encourage children’s
development of critical thinking, problem solving, and performance skills.
Standard 5.Environment: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
____Midterm ____Final
26
Practicum Student’s Initials (Student has read evaluation)
Standard 8.Assessment: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents, professionals
in the learning community and others, and who actively seeks out opportunities to grow
professionally.
Standard 10.Collaboration: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support pupil learning and well-being
and acts with integrity, fairness, and in an ethical manner.
Administrative Standard 2: Administrator leads by facilitating the development,
articulation, implementation and stewardship of a vision of learning that is shared by
the school community.
Administrative Standard 3: The administrator manages by advocating, nurturing, and
sustaining a school culture and instructional program conducive to pupil learning and
staff professional growth.
Administrative Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.
Administrative Standard 5: The administrator models collaborating with families and
community members responding to diverse community interests and needs, and
mobilizing community services.
Administrative Standard 6: The administrator acts with integrity, fairness and in an
ethical manner.
Administrative Standard 7: The administrator understands, responds to , and interacts
with the larger political, social, economic, legal and cultural context that affects
schooling.
OVERALL COMPETENCE: (Circle one) A B INCOMPLETE
27
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________ ___________________________________
Student Signature Site Supervisor/Cooperating Teacher Signature
___________________________________ ___________________________________
University Supervisor Signature Date
**** A signed copy of this form must be included in the practicum student’s portfolio.
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GRADUATE PRACTICUM EVALUATION (By University Supervisor)
Student: Semester: Year:
Program: Grades
taught:
Hours
completed:
Key D=Distinguished P=Proficient B=Basic U=Unsatisfactory
(Incomplete) NO=Not Observed
Performs as a competent, experienced practicum
student
Performs as a successful, beginning practicum
student
Performs with minimal competency; regular supervision required
Requires more education/practice
SEE RUBRIC
Please check each of the following competencies in the space that best represents your judgment of the practicum student’s performance in relation to the Wisconsin teaching standards.
D P B U NO
Standard 1.Content: The teacher understands the central concepts, tools of inquiry,
and structures of the disciplines she or he teaches and can create learning experiences
that make these aspects of subject matter meaningful for pupils.
Standard 2.Development: The teacher understands how children with broad ranges of
ability learn and provides instruction that supports their intellectual, social, and
personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their approaches to
learning and the barriers that impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety of
instructional strategies, including the use of technology, to encourage children’s
development of critical thinking, problem solving, and performance skills.
Standard 5.Environment: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to foster
active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community, and
curriculum goals.
____Midterm ____Final
29
Practicum Student’s Initials (Student has read evaluation)
Standard 8.Assessment: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents, professionals
in the learning community and others, and who actively seeks out opportunities to grow
professionally.
Standard 10.Collaboration: The teacher fosters relationships with school colleagues,
parents, and agencies in the larger community to support pupil learning and well-being
and acts with integrity, fairness, and in an ethical manner.
Administrative Standard 2: Administrator leads by facilitating the development,
articulation, implementation and stewardship of a vision of learning that is shared by
the school community.
Administrative Standard 3: The administrator manages by advocating, nurturing, and
sustaining a school culture and instructional program conducive to pupil learning and
staff professional growth.
Administrative Standard 4: The administrator ensures management of the organization, operations, finances and resources for a safe, efficient, and effective learning environment.
Administrative Standard 5: The administrator models collaborating with families and
community members responding to diverse community interests and needs, and
mobilizing community services.
Administrative Standard 6: The administrator acts with integrity, fairness and in an
ethical manner.
Administrative Standard 7: The administrator understands, responds to , and interacts
with the larger political, social, economic, legal and cultural context that affects
schooling.
OVERALL COMPETENCE: (Circle one) A B INCOMPLETE
30
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________ ___________________________________
Student Signature Site Supervisor/Cooperating Teacher Signature
___________________________________ ___________________________________
University Supervisor Signature Date
**** A signed copy of this form must be included in the practicum student’s portfolio.