1

content knowledge

Can explain complex ideas from subject area in a way that students can understand.

Understands but can't explain some complex ideas. Is willing to say, "I don't know."

Explains the basics, but gets stuck easily. Is flustered by not knowing.

Asserts incorrect information. Will make up something instead of not knowing.

2

individual development

Consistently demonstrates knowledge of individual differences in the learning styles, developmental levels, behaviors, and rates of learning of disabled students.

Most often understands developmental levels and individual differences of disabled students.

Sometimes understands developmental levels and individual differences of students.

Does not understand nor respond to developmental levels and individual differences of students.

3

approaches to learning

Effectively demonstrates the ability to recognize and adapt instructional techniques to appropriately address the diverse developmental levels, learning styles and behavioral needs of students, employing assistive technology appropriately.

Generally demonstrates the ability to recognize and adapt instructional techniques, not always employing assistive appropriate technology.

Recognizes but does not apply appropriate instructional techniques including the use of play and assistive technology.

Does not recognize nor use appropriate instructional techniques and assistive technology.

4

teaching strategies

Understands and effectively utilizes a variety of instructional, environmental, and behavioral strategies to design and implement an appropriate individualized education program (IEP).

Is able to modify environments vary strategies and techniques to provide a developmentally appropriate curriculum. Generally relies upon a favorite method.

Attempts several strategies, but does not consistently adapt to situations.

Utilizes a singular instructional technique or behavioral strategy.

5

classroom management

Effectively and consistently demonstrates an understanding of individual and group behavior and uses that knowledge in establishing and implementing clear attainable expectations of student behavior.

Demonstrates weaknesses in one or more communication modes.

Frequent inappropriate use of verbal and nonverbal communication skills.

Neglects to state expectations, doesn't enforce them.

6

communication

Effectively uses verbal and nonverbal techniques (including the use of technology) in delivering the goals and objectives of the IEP.

Generally communicates with the student and their support system using verbal and nonverbal techniques.

Demonstrates weaknesses in one or more communication modes.

Frequent inappropriate use of verbal and nonverbal communication skills.

7

classroom planning

Able to develop and implement the IEP with appropriate instructional techniques based upon knowledge of developmentally appropriate subject matter, the student's needs and abilities, and the educational environment.

Plans day to day instruction well, but struggles somewhat with long-range planning and inclusion of family and other resources.

Understands general concepts of the IEP, but unable to independently develop and implement.

Does not understand conceptual basis for the IEP and the importance of due process requirements.

8

assessment

Demonstrates the ability to formally and informally assess the student in the areas of intellect, achievement, social and physical development, including cultural background and environment.

Demonstrates the ability to independently use one or more assessment techniques/instruments appropriately matched to the student

Utilizes assessment instrument only with supervision.

Is aware of only basic assessment techniques.

9

reflective practice

Demonstrates the ability to use reflective practices to self-evaluate their progress in meeting student's needs and developing relationships with teachers, parents, support staff and community agencies.

Occasionally self evaluates effectively, but not a routine.

Beginning to self evaluate, but either too critical or too generous.

Seems completely oblivious to personal impact on others.

10

connections with others

Actively develops relationships with school staff, parents, and community agencies for the purpose of supporting student and fostering transitions.

Works collaboratively with a consistent group of peers and parents, but needs to expand ability to establish working relationships outside that group.

Beginning to work with others when asked. Establishing relationships with parents, agencies, and community.

Does not search out opportunities to work with parents and community.