Special Education Student Teachers: Directed Teaching & Portfolio Handbook, Study notes of Electronic Technology

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Connie L. Lurie College of Education

Department of Special Education

Directed Teaching

Handbook

EDSE 154 –

Moderate Severe

Program

EDSE 217A –

Mild Moderate

Program

Department of Special Education Connie L. Lurie College of Education

10.15.18ph

DEPARTMENT OF SPECIAL EDUCATION MISSION The Department of Special Education prepares professionals to be effective educators, leaders in the field, and lifelong learners. We accomplish this goal in collaboration with other departments and community partners. Together we promote equity and excellence in our curricula and instruction by infusing evidence based best practices endorsed nationally.

DIRECTED TEACHING COURSE The last course taken in the credential programs is the Directed Teaching Course, in which the teacher candidate applies the skills and competencies learned from the credential courses in the program in a class or program. This requirement cannot be substituted by any course taken at another institution because of the importance of the SJSU supervisor observing the candidate’s application of the competencies. After receiving credit in this course, the candidate is recommended for the teaching credential with the application for the California Commission on Teacher Credentialing. Candidates completing the Directed Teaching Course must submit the Supervision Application form in the semester prior to completing this requirement with the required documentation. Candidates can request a specific school district or teacher, but the department faculty person responsible for placement makes the final decision with the school district personnel.

STUDENT TEACHING Student teaching is an opportunity for a candidate to practice under the sponsorship and mentoring of an experienced special education teacher who has been evaluated as being an excellent teacher and recommended by the district. This experience is a partnership between the university and the local education agencies to prepare future teachers. Student teaching is only for students seeking to obtain the Preliminary Education Specialist Credential.

Candidates in the Mild to Moderate and Moderate to Severe Disabilities Credential programs must student teach in a classroom five full days each week for the entire semester (15 weeks) and participate in any other activities requested by the Master Teacher.

The Student Teacher practices solo teaching (or designing and teaching lessons on his/her own) during the last several weeks of the semester, or as prescribed by the University Supervisor. Solo teaching a critical component of Student Teaching, and passing/not passing Student Teaching can be determined solely based on student teacher's performance during solo teaching. If the Candidate needs additional time to meet the standards and TPEs, an Improvement Plan will be written. The type of experience will be determined by the University Supervisor in collaboration with the Master Teacher.

Student Teachers in the Mild to Moderate Disabilities Credential Program and the Moderate to Severe Disabilities Credential Program follow a Pacing Guide (for SDC or RSP settings) during the semester after discussion with the Master Teacher and University Supervisor.

The University Supervisor visits the teacher candidate and observes him/her teaching and makes notes with the strengths, and evidence based practices (EBP) practices observed and suggestions or considerations for improvements, with additional visits if necessary. They meet and/or correspond through email about the notes and make arrangements for the next meeting and observation.

UNIVERSITY SUPERVISOR REQUIREMENTS

1. Conduct the first Directed Teaching seminar to review the requirements, meet the candidates and set up appointments. The second Directed Teaching seminar date is midpoint of the semester and the third Directed Teaching seminar is the end of the semester. Dates, times etc. are determined by fieldwork coordinator. 2. Visit and observe the Student Teacher or Intern on at least six scheduled occasions (or more if necessary); the first visit should be at least in the first two weeks of the semester. 3. Meet the Principal or the Evaluator in the school (during the first visit, if possible) and request that he/she completes the Directed Teaching Evaluation for the Interns. 4. Review the lesson plan or planned activity for the observation period. 5. Record / provide written feedback about what was observed- lesson events, instructional strategies, Intern/Student Teachers’ ability to connect with students, student engagement during the observation, collaboration or relationships developed with other teachers, DIS personnel, administrators, parents, the Intern or Student Teachers’ professionalism, planning and preparation and dispositions. 6. Evaluate the Student Teacher or Intern on the Directed Teaching Evaluation and the Dispositions Evaluation. Enter the Preliminary Credential candidates’ scores into Task Stream. 7. Discuss with the Intern/Student Teacher any insights, considerations and recommendations gained from the observation. 8. Notify the Intern or Student Teacher about problems or concerns by at least mid-semester (which would be after at least two visits), if possible and develop an Improvement Plan (based on the feedback given to the candidate) with the Intern/Student Teacher and Master Teacher. 9. Assist the Candidate to complete the Candidate Transition Plan during the last seminar. TEACHING PORTFOLIO The Teaching Portfolio is the signature assignment for the directed teaching courses in each credential program. The Intern or Student Teacher reflects over the semester about specific areas related to the role of the teacher and places these reflections in the Teaching Portfolio. These reflections match the Teacher Performance Expectations (TPEs). The binder is set up according to the following:

 The cover for the Teaching Portfolio is on the next page of this handbook, and should be placed on the cover of a 2” three-ring binder with the Candidate’s name and course number.

 The binder should hold 16 dividers/tabs, labeled with each section A-P; place each page following the cover page behind the corresponding divider/tab. These pages guide the candidate about the specific reflection. The spine of the binder should also be labeled with the Intern/Student Teacher’s name.

 A reflection is written that addresses each bullet point on these pages and placed in the binder behind the section page described above; the University Supervisor might have specific time frame in which the Intern/Student Teacher must complete a section and submit for review.

 Student Teachers submit journals in the portfolio sections required by the Supervisor

Department of Special Education Connie L. Lurie College of Education

TEACHING

PORTFOLIO

Course:

Program:

Name:

Semester: _

Date:

Section B: Student Teachers ONLY

 Principal Interview - Do not record this meeting, but summarize the items below into a 1-2 page, double-spaced document

In Week 4 of the pacing guide, it states that you should meet with the school principal. By now, you should have introduced yourself and familiarized yourself with the school setting. The purpose of this meeting is for you to understand the administrators’ expectations of a strong educational specialist. The purpose is not to apply for a job.

1 st^ Schedule a 15 min meeting with the principal or on-site administrator . 2 nd^ Prepare your questions. You might ask the following questions:

1. What are some of the qualities you look for in a strong educational

specialist?

2. Do you favor the delivery of special education in any particular manner?

For example, do you advocate an RTI model? Pull out model? Push in model?

Some combination? Inclusion?

3. How do you believe Common Core will impact the students in special

education?

4. What expectations do you have of the education specialist, before and after

IEP meetings?

5. During observations, what impresses you the most as you observe a strong

program?

6. In terms of overallprofessionalism , what do you expect of all your teachers?
7. Do you have any comments on how an education specialist should work

with families? Paraprofessionals? General Education staff?

8. How would you advise a new education specialist to find the best fit when

searching for a full time position?

 Pacing Guide Place the pacing guide in this Introduction Section

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION B

TPE 1: PEDAGOGICAL SKILLS FOR SUBJECT MATTER

INSTRUCTION

Section A: INTERNS ONLY

 Reflect about the methods you use to instruct students in the common core academic curriculum.  Reflect about your process for the selection of curricula and the design of lesson plans.  Reflect about your delivery of a comprehensive program of systematic instruction with accommodations and adaptions based on individual IEPs or Transition Plans.  Include some samples or photos of student work that connects with content standards.

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION C

TPE 2: MONITORING STUDENTS LEARNING DURING

INSTRUCTION

 Interns: Describe the process you developed to monitor progress on

each IEP goal for your students to determine how they are progressing.

 Interns/Student Teachers: Reflect on the pacing of your instruction

and any adjustments you have made regarding pacing.

 Interns/Student Teachers: Include some examples of progress

monitoring (data sheets, scored quizzes or exams, project rubrics)

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION D

TPE 3: INTERPRETATION AND USE OF ASSESSMENTS

Section A – Interns Only

 Reflect about your knowledge regarding assessments that are appropriate for the identification of students whose cultural, ethnic, gender, or linguistic differences may be confused with manifestations of a disability.

 Describe the formal and informal assessments to determine student progress and the manner in which you utilize or interpret assessment data.

 Reflect about your own formal and informal assessment practices.

 Reflect about your explanation to families about student academic and behavioral strengths and areas that are challenging.

Section B: Student Teachers Only

Please write at least 2 pages on the items below (12 inch font, double spacing)

 Assessment and Progress Monitoring What tools does your master teacher use to conduct assessments for eligibility or annual goals.

• How easily you could read the test items without error.
• Did you find yourself para- phrasing?
• Did you read the prompts exactly as written? Coaching is not allowed. Did

you find yourself doing this or tempted to do so?

• Did you make errors in scoring the test that were then caught by another

person?

• Did you find the manual easy to follow?
• What challenges might be experienced, in the field, when testing children with

attention, anxiety or other issues?

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION E

TPE 4: MAKING CONTENT ACCESSIBLE

Section A – Interns Only

 Reflect about your participation in the development and implementation of IEP or IFSP instructional goals aligned with California content standards.

 Reflect about your ability to vary instructional strategies to meet student needs. Give some examples.

 Provide examples of the manner in which you encourage student creativity and student effort.

 Describe the process (with examples) for assisting and/ or adjusting lessons for students who do not understand the content

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION F

TPE 5: STUDENT ENGAGEMENT

Section A: Interns Only

 Reflect on your strategies for ensuring that the students have active and equitable participation in the lessons.

 Reflect about the behavioral, social and environmental supports for learning that are provided for your students. Section B: Student Teachers Only

 Describe ideas you hope to use in your own classroom for behavior support plans. Be specific. You may include photos of interesting ideas/strategies you have observed in other classrooms or techniques of your master teacher.

 What have you learned about yourself in terms of your ability to reinforce positive behaviors?

 Identify 5 resources for materials and ideas related to social skills’ training. List websites that might help to support general education teachers and parents.

 Find out if your school has counseling services available for students on- site.  Find out what is needed for students to receive social skills support in the district.

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION G

TPE 6: CHRONOLOGICALLY APPROPRIATE OR CHILD-BASED

TEACHING

Section A – Interns ONLY

 Reflect about your student expectations.

 Describe behavior support plans that you developed or in which you participated in the developing, and include examples

 Describe the process for and the review of student participation in general education settings.

Section B: Student Teachers ONLY  Mental Health Resources – 1 Page paper

Situation: Assume that a child in your program is demonstrating emotional issues such as depression. It might be a death of a parent, low self-esteem, and social challenges with peers, etc. You are concerned about the child.

• Find what resources are available through the district in this kind of situation.
• What are the mental health services available in the community? You should be aware of the channels for support, find out if it needs to be listed on the IEP. Ask your master teacher as well as the school psychologist.

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION I

TPE 8: LEARNING ABOUT STUDENTS

For Interns and Student Teachers

 Reflect about how you learn about your students and their interests, abilities, ideas and aspirations.

 Include photographs of your students working on different subjects, with permission.

Department of Special Education Connie L. Lurie College of Education

Education Specialist:

TEACHING PORTFOLIO

SECTION J

TPE 9: INSTRUCTIONAL PLANNING

For Interns and Student Teachers

 Describe how you plan instruction for the school year.

 Reflect about at least two of your lesson plans and implementation that your supervisor observed.

 Include at least four lesson plans that you used with your students.

 Include a copy of a page from your planning book or calendar that you use.