 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  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

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 )  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. 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 Michael Gove