field experience evaluations
DESCRIPTION
Field Experience Evaluations. PSU Special Educator Programs. Confidence... thrives on honesty, on honor, on the sacredness of obligations, on faithful protection and on unselfish performance. Franklin D. Roosevelt. Overview of Field Experience Evaluations. Where to Access - PowerPoint PPT PresentationTRANSCRIPT
Field Experience EvaluationsPSU Special Educator Programs
Confidence... thrives on honesty, on honor, on the sacredness of obligations, on faithful protection and on unselfish performance. Franklin D. Roosevelt
Overview of Field Experience Evaluations
Where to Access Entering the data into TK20
Who decides? On what are the ratings based?
How to Score
Meeting with the Teacher Candidate to share the results
Where to Access Field Experience Evaluations
3 ways to Access 204 Education Mail Room there are hard copies of the
evaluation under the faculty mailboxes Format: Hard copies
Access the evaluations from the PSU Supervisor Wiki Format: printable & you can type into them
Access the evaluations on TK20: tk20.pdx.edu Format: electronic entry into data system (our required means of
tracking student performance)
Data MUST be entered into TK20
Access field experience evaluations and work sample evaluations at TK20.pdx.edu
Make sure you can access all your teacher candidates NOW so we can make any corrections needed on tk20
Where to Access Field Experience Evaluations
You can access a downloadable version of the Field Experience Evaluations on the PSU Supervisor Wiki at http://psusupervisor.pbworks.com
Where to Access Field Experience Evaluations
Directions to enter the Field Experience Evaluations into TK20 here
Field Experience Downloadable form is here
Who Decides How to Score?On What Are the Ratings Based?
Evaluation Rating
Cooperating Teacher (Field Experience)
Supervisor (Field Experience &
PSU Assignments)
Performance on PSU related Assignments
Who Decides How to Score Field Experience Evaluations
Both Cooperating Teachers and PSU Supervisors have important knowledge about how teacher candidates should be rated on their evaluation
Completion of the field experience evaluations should be a collaboration between the CT and PSU Supervisor
Choices: Both PSU Supervisor & CT can rate independently, then come together
to agree on a rating to enter into TK20 PSU Supervisor and CT can fill out the rating form together and enter
into TK20 PSU Supervisor and CT can fill out separate evaluation forms and enter
each separately into TK20
On what are the ratings based for the Field Experience Evaluation?
Cooperating Teachers bring knowledge about Teacher Candidate’s performance and professionalism at their field experience sites Professionalism at the practicum placement Teaching and interaction with students Regular interaction with the teacher candidate
On what are the ratings based for the Field Experience Evaluation?
Supervisors bring knowledge about Teacher Candidate’s performance and professionalism in their field experience related assignments Timely and professional communication Completion of required assignments, for example
Reflections Practicum notebook IEP case study Work sample
Teaching & professionalism through observation of teacher candidate performance at their site
Supervisors are the calibrating anchor to ensure our candidates are scored fairly and consistently across sites
How to Score Field Experience Evaluations
6 Objectives for Initial Teaching Licensure on which we must evaluate teacher candidates (OAR 584-017-0100) I. Planning Instruction II. Establishing a Classroom Climate III. Engaging Students in Learning Activities IV. Evaluating, Acting Upon, Reporting Progress V. Exhibiting Professional Behavior/Ethics VI. Exhibiting Professional Commitment
There are two additional GSE Priority areas: Using Technology Supporting Diverse Learners
How to Score Field Experience Evaluations
Each Objective has 4 sub-items For example: Planning Instruction
Identifies measurable learning goals that are based on (a) assessment data, (b) learner(s) instructional level and learning needs and (c) grade appropriate state standards
Designs and organizes lessons that hold student interest and lead to attainment of desired outcomes through the provision of sufficient examples, opportunities for practice and review to achieve desired learning outcomes
Plan includes aspects of universal design for learning for students with diverse learning needs, language and cultural backgrounds
Determines content, processes and activities consistent with research based practices (e.g. prompting strategies, model/lead/test, technology) and appropriate to learner needs and desired outcomes
First: Rate all Sub-items Unsatisfactory: The student does not appear to understand the concepts underlying the
competency. Further work on the fundamental practices associated with the competency is required to enable growth in this area. The student will not be recommended for student teaching or licensure at this level.
Emerging: The student appears to understand the concepts underlying this competency and attempts to implement it. However, implementation is intermittent and/or not entirely successful. Additional reading, observation, and experience supported by the cooperating professional and/or University supervisor may enable the student to become proficient in this area. The student will need significant guidance and ongoing skill development to be successful.
Proficient: The student clearly understands the concepts underlying the competency and implements them well most of the time. More experience and some support will help the student become an exemplary teacher.
Exemplary: The student consistently and effectively demonstrates exceptional skill in this competency. The student clearly demonstrates the skills of an exemplary beginning teacher.
What does “On Track” look like?
Where do we expect teacher candidates to be? Midterm of first practicum experience:
emerging Final of first practicum experience:
emerging - proficient Midterm student teaching: emerging-
proficient Final of student teaching: proficient
No-evidence No-evidence may be rated on a sub-item, but not on the overall
objective.
When is a “no evidence” rating appropriate? No evidence is only appropriate if a student has had NO
OPPORTUNITY to demonstrate the skill If a student has had opportunity to demonstrate the skill, but
did not, then they would have earned a rating of “unsatisfactory”
Example: if a student had not collected any data, but had been working with a group for three weeks, there was opportunity, even if the teacher candidate didn’t collect the data. They would receive a rating of “unsatisfactory,” for that item.
Then, rate the overall objective After rating all sub-items, use the ratings to provide a global
rating of the objective to the teacher candidate. Options:
Recognize some items might carry more weight. This should be global sense of whether a candidate has met the proficiencies
All Objectives MUST have a global rating. No evidence is not an option for the global rating.
Once you have completed the global rating of the objective, transfer that rating to the front page
Unsatisfactory Ratings If a teacher candidate does not seem on track to meet the end of term
goals, they should receive clear communication about this at the midterm
An UNSATISFACTORY rating must be given if teacher candidates are having significant challenges and are at risk of not passing at the end of the term
Clear GOALS must be provided for the teacher candidate to know what they need to do to meet the “proficient” criteria.
This ensures teacher candidates have adequate time to make improvements before the end of the term
Meeting with the Teacher Candidate to Share Results
Set up a meeting with the Teacher Candidate & Cooperating Teacher where there are no distractions ~20-45 minutes depending on what needs to be
discussed
Some supervisors like to set a 30 minute meeting with the CT prior to this to review the evaluation form before meeting with the Teacher Candidate.
Meeting with the Teacher Candidate to Share Results
Self reflection: Ask the teacher candidate what they believe are their
strengths and areas to target for improvement
Strengths: Broadly discuss Teacher Candidate Strengths, citing specific
examples from the evaluation
Ratings on Evaluation: Go through broad ratings on evaluation, highlighting
strengths, and focusing on any areas in need of improvement, especially areas that are unsatisfactory.
Areas for growth/goals: Set goals with the cooperating teacher and teacher candidate
Help & Pointers for Entering Into TK20
Remember to hit save after entering in data
You cannot hit “Submit” until the final evaluation is completed
At the end of the term, you must give a grade (Pass or No-pass) for the teacher candidate to meet licensure requirements
Thank you for helping us support and develop quality teachers!
The single most important thing in a child's performance is the quality of the teacher. Making sure a child spends the maximum amount of time with inspirational teachers is the most important thing.
Michael Gove