APPEL-SpEd Program Requirements

All APPEL-SpEd participants must meet the same requirements and competencies as outlined in board rule R277-303. It is important that paras and other non-classroom teachers have the opportunity to demonstrate educator competencies, such as the Utah Effective Teacher Standards (UETS), while working with students with disabilities.

Non-classroom teacher participants should gradually take on more teacher responsibilities, similar to student teaching. This will allow the administrator, supervising teacher, and sometimes the mentor opportunities to observe the participant and provide feedback to improve their teaching. This can be formal or informal.

Annual Administrator Evaluation Summary

The administrator is expected to have the necessary experience working with the participant to complete a short annual evaluation summary form.

The Annual Administrator Evaluation Summary form asks the following three questions. In addition to these questions, there is a space to provide feedback.

Enter yes or no for each of the following questions:

1. Is the participant making adequate progress working effectively with students, parents, faculty, and administration? ____ yes/no
2. Is the participant making adequate progress in the Utah Effective Teaching Standards (UETS)? ____ yes/no
3. Is the participant making adequate progress in the Portrait of a First Year Teacher (POFYT) Dispositions? ____ yes/no

Below is a list of the Portrait of a First Year Teacher Dispositions for your reference:

- - - Self-Efficacy
    - High Learning Expectations for Each Student
    - Ethical Professional
    - Reflective Practitioner
    - Emotionally Intelligent
    - Educational Equity

Strengths/Concerns: ______________________________________________________________________

Administrator Final Evaluation Summary (upon APPEL-SpEd program completion)

Toward the end of the participant's APPEL-SpEd program, a formal evaluation tool must be used in conjunction with an observation. You are welcome to use the same evaluation tool you use for other employees or you can use the model form below. The information you gather from your knowledge of the participant and both formal and informal observations will be used for the Administrator Final Evaluation Summary form. By responding "yes" you are supporting the APPEL-SpEd team in recommending the participant for a Professional Educator License in special education.

The Administrator Final Evaluation Summary form asks the following three questions. In addition to these questions, there is a space to provide feedback.

Please type a yes or no below to indicate if the participant has demonstrated the knowledge, skills, and dispositions required for a Professional Educator License during your formal evaluation and overall professional experience.

1. Does the participant demonstrate teaching skills as outlined in the Utah Effective Teaching Standards (knowledge, methods, and pedagogy)? ___ yes/no
2. Does the participant have an overall disposition for teaching (ability to work effectively with students, faculty, parents, and community, etc.)? ___ yes/no

For the record, please provide details of how the participant has shown competency below. Please see USBE’s Portrait of a First Year Teacher as a guide for your comments.

Comments: _____________________________________________________________________________

USBE Paraeducator Evaluation Model Form

Additional Resource

USBE Paraeducator Manual

- - Special Education Paraeducator Considerations pg. 51
  - Example forms pg. 59

Clinical Experience Competencies Required in Board Rule:

A teacher preparation program shall require multiple opportunities for a program applicant to successfully demonstrate application of knowledge and skills gained through the program in one or more clinical experiences in collaboration with a licensed teacher over an extended period of time in each of the following competencies:

Implementing the planning and design, delivery, facilitation, assessment, evaluation, and reflection of a unit of instruction
Revising instructional plans for future implementation or reteaching concepts as appropriate
Implementing the accommodations, modifications, services, and supports as outlined in a student’s IEP or 504 plan
Evaluating student artifacts and assessments
Establishing and maintaining classroom procedures and routines that include positive behavior interventions and supports
Establishing and maintaining a positive learning climate
Reflecting on the teaching process and justifying instructional decisions
Participating in at least one IEP meeting or parental consultation regarding a student that the program applicant has instructed
Consulting with qualified personnel, such as a mental health or behavior professional, regarding the emotional well-being of students and responding appropriately