Missouri State University
Special Education Specialty Addendum
Student Teacher Name: _________________________ Block: 1 2 Date: ________________
Cooperating Teacher: ___________________________ School/District_______________________
University Supervisor: __________________________ Grade/Course _______________________
Ratings
Trait
Trait Description High Needs Not Not
Name Satisfactory
Level Improvement Observed Applicable
Spec Ed The student teacher accepts and effectively executes 3 2 1 (NO) (NA)
1.0.0 assigned responsibilities
Spec Ed The student teacher gives oral evidence of knowledge of 3 2 1 (NO) (NA)
2.0.0 ethical behavior.
Spec Ed The student teacher knows ethics of record keeping, 3 2 1 (NO) (NA)
3.0.0 reporting, and confidentiality.
Spec Ed The student teacher responds appropriately to accidents, 3 2 1 (NO) (NA)
4.0.0 health needs, fire drills, and preventative danger.
Spec Ed The student teacher works effectively with students from 3 2 1 (NO) (NA)
5.0.0 a variety of backgrounds.
Spec Ed The student teacher corrects students in a positive 3 2 1 (NO) (NA)
6.0.0 manner.
Spec Ed The student teacher creates a positive atmosphere in the 3 2 1 (NO) (NA)
7.0.0 classroom.
Spec Ed The student teacher maintains written record of 3 2 1 (NO) (NA)
8.0.0 activities.
Spec Ed The student teacher completes appropriate written 3 2 1 (NO) (NA)
9.0.0 planning for integrated instruction.
Spec Ed The student teacher effectively plans ahead of time; is 3 2 1 (NO) (NA)
10.0.0 fully prepared ahead of time notebook and other teaching
materials at the beginning of instruction.
Spec Ed The student teacher interprets diagnostic information 3 2 1 (NO) (NA)
11.0.0 from assessment instruments and procedures.
Spec Ed The student teacher administers standardized and 3 2 1 (NO) (NA)
12.0.0 alternative assessment procedures with accuracy.
Spec Ed The student teacher develops IEP(s) appropriate to 3 2 1 (NO) (NA)
13.0.0 process and student PLP.
Spec Ed The student teacher incorporates assistive technology in 3 2 1 (NO) (NA)
14.0.0 programming appropriate to individual needs.
Spec Ed The student teacher incorporates the content of the 3 2 1 (NO) (NA)
15.0.0 students’ IEP and diagnostic data to instruction.
Spec Ed The student teacher identifies clearly the objectives in 3 2 1 (NO) (NA)
16.0.0 planning instruction.
Spec Ed The student teacher plans for assessment of objectives. 3 2 1 (NO) (NA)
17.0.0
Spec Ed The student teacher begins and ends instructional 3 2 1 (NO) (NA)
18.0.0 activities using appropriate transitions.
Spec Ed The student teacher plans for transitions and 3 2 1 (NO) (NA)
19.0.0 incorporates inter-agency collaboration for transitional
needs.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.0.0 maximum on-task behavior of learners.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.1.0 maximum on-task behavior by establishing guidelines
and rules acceptable for of learner’s behavior.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.2.0 maximum on-task behavior by implementing appropriate
classroom discipline procedures.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.3.0 maximum on-task behavior by providing positive
feedback to students about their behavior.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.4.0 maximum on-task behavior of learners by addressing
problems with a minimum of instructional interference.
Spec Ed The student teacher manages the classroom to ensure 3 2 1 (NO) (NA)
20.5.0 maximum on-task behavior of learners by being verbally
specific about accomplishments that are being praised.
Spec Ed The student teacher structures the environment to 3 2 1 (NO) (NA)
21.0.0 promote positive behavioral and academic outcomes.
Spec Ed The student teacher teaches ability-appropriate lessons 3 2 1 (NO) (NA)
22.0.0
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.0.0 for active involvement by students.
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.1.0 for active involvement by student: modeling
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.2.0 for active involvement by student: shaping
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.3.0 for active involvement by students: repeated practices
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.4.0 for active involvement by students: mastery
Spec Ed The student teacher includes direct instruction techniques 3 2 1 (NO) (NA)
23.5.0 for active involvement by students: generalization.
Spec Ed The student teacher instructs social interaction skills to 3 2 1 (NO) (NA)
24.0.0 promote social competence among students
Spec Ed The student teacher implements social programs in 3 2 1 (NO) (NA)
25.0.0 unstructured and structured settings.
Spec Ed The student teacher conveys information in a logical 3 2 1 (NO) (NA)
26.0.0 sequence.
Spec Ed The student teacher participates in shared decision 3 2 1 (NO) (NA)
27.0.0 making and serves as a resource to colleagues.
Spec Ed The student teacher communicates effectively with 3 2 1 (NO) (NA)
28.0.0 families, guardians, and child-care workers of students.
Spec Ed The student teacher demonstrates an understanding of 3 2 1 (NO) (NA)
29.0.0 the impact of a child with disabilities on the family
system.
Spec The student teacher involves the family in the 3 2 1 (NO) (NA)
30.0.0 instructional process.
Spec Ed The student teacher demonstrates an understanding for 3 2 1 (NO) (NA)
31.0.0 different cultural customs and differing educational
values of the family social system.
Spec Ed The student teacher influences student learning to ensure 3 2 1 (NO) (NA)
Influence high level achievement among all students. Comment
on Student required.
Learning
Influence on Student Learning (Comment Required):
General Comments (optional):