31 ASSESSMENT AND EVALUATION DURING STUDENT TEACHING During the course of the Professional Student Teaching Semester, the College clinical supervisor will use a variety of assessment and evaluation strategies. The strategies used for EDUC 465 and SPLED 447 will be discussed in the syllabi for those courses and will be similar to those strategies used in other education courses. The following assessment and evaluation strategies will be used for EDUC 465 and SPLED 447 – Student Teaching. All strategies will be discussed with the students. Student Teaching – EDUC 465 Sources of assessment will include, but not be limited to, the student teacher’s observed performance in the classroom and attendance and participation at seminars. Lesson plans, assignments, EOSL, and other original documents will also be used as evidence of progress. PDE-430 and the Lycoming College Field Experience Observation Assessment Form are two of the most frequently used tools by the college supervisor to assess and document progress. Professional Portfolio – Additions will be made to the portfolio during this course. This is the capstone of the Professional Student Teaching Semester. This professional portfolio will contain all the necessary requirements for successful job interviewing. All observations, conferences and evaluations, with the exception of the Final Evaluation, are formative. The Final Evaluation conference(s) between the cooperating teacher and the college supervisor is/are summative. Lycoming College Early Field Experience Candidate Evaluation Form (see page 19) The student teacher and the cooperating teacher will each be given a copy of this sheet. They are to complete their respective sheets and then share them with each other. The sheets will then be shared with the college supervisor at a scheduled meeting. In a 14-week placement, the following sequence is typical: A minimum of two observations by the College supervisor using the Lycoming College Field Experience Evaluation Form. Next, a mid-term conference including the student teacher, the cooperating teacher and the college supervisor. Then, a minimum of two more observations by the College supervisor using the Early Field Experience Candidate Evaluation form (see page 19). Finally, a final evaluation conference including the cooperating teacher and the College supervisor. In a 7-week placement, the following sequence is typical: A minimum of one observation by the College supervisor using the Lycoming College FEEF Assessment Form. Next, a mid-term conference including the student teacher, the cooperating teacher and the College supervisor. Then, a minimum of one observation by the College supervisor using the Student Observation Form (appendix I). Finally, a final evaluation conference including the cooperating teacher and the College supervisor. Professional Development for the Inclusive Setting – SPLED 447 Assessment and evaluation will be as outlined in the course syllabus. Required attendance for all seminars and both methods weeks throughout the semester Final Grades – final grades for EDUC 465 and SPLED 447 comprising the Professional Student Teaching Semester will be assigned by the College supervisor. There are separate grades for each course. Please note that the two 7-week placement grades are averaged together for a final grade for EDUC 465. Failure to comply with any of the professional responsibilities may result in the student teacher being removed from the assignment.
RkJQdWJsaXNoZXIy NTA3NDk=