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FIELD EXPERIENCES
Practicum and Student Teaching
Manual
Valdosta State University
Department of Special Education & Communication Disorders

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Table of Contents

 

Practicum

 

Student Teaching

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Section 0.0 Overview

0.1 Philosophy of Professional Development

The goal of the special education program is to develop independent, self-motivated, competent professionals. The practicum & student teaching experience serves as a central part of the program, and represents an intensive internship designed to foster these qualities.

Several aspects of the practicum & student teaching experience are designed to support this overall goal:

 

 

 

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2.2 Severe Program Competencies/Student Documentation

Georgia Best Practices Quality Indicators for Programs Serving Students with Severe Multiple Disabilities

Developed by

Georgia Consortium for University Programs

Training Personnel to Work with Students with Severe Disabilities

In Cooperation With

The Georgia State Department of Education

Division of Special Education

Alpha List of Authors

Paul Alberto

Georgia State University

Donna Andrews

North Georgia College

Meg Cooper

West Georgia College

Patti C. Campbell

Charles R. (Bob) Campbell

Valdosta State University

David Gast

University of Georgia Athens

Kathy Heller

Valdosta State University

Tom Whitten

South Georgia RESA

 

Note: This document has not yet been made
public material, therefore the quality
indicators have been deleted in this modified folio. 
For further information please contact the authors.

 

 

 

 

 

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2.3 Early Childhood Special Education Program Competencies/Student Documentation

1.0 ASSESSMENT Course Practicum
1.1 Demonstrate the ability to evaluate reliability, validity and appropriateness of measurement instruments and procedures for specific assessment and intervention purposes

1.2 Design measurement plan for gathering information, including specifying what, who, when, where, and how information will be used

1.3 Administer, score and interpret culturally unbiased norm-referenced tests across developmental domains

1.4 Administer, score, and interpret criterion-referenced tests across developmental domains

1.5 Administer, score and interpret assessments of temperament and learning style

1.6 Administer, score and interpret assessments measuring attachment and adult-child interaction

1.7 Administer, score and interpret assessments of the home and other caretaking environments for potential to facilitate child learning

1.8 Develop an interview protocol for assessing family perception of a child's developmental status and the typical daily activities of the child

1.9 Develop, use and interpret behavior observation and data collection systems appropriate both to structured and natural play settings

1.10 Write well-organized factual and useful assessment reports

1.11 Synthesize and interpret measurement information obtained from other professionals

1.12 Develop a sequential analysis of child';s functional levels, strengths and needs in developmental and behavioral areas, based on assessment results

1.13 Share assessment results with other staff and with family for purposes of making decisions related to developing a comprehensive intervention plan

 

2.0 INTERVENTION

   
  2.1 Develop individual intervention/instructional plan, based on outcomes of assessment and principles of learning and development

2.2 Develop individual instructional programs to teach new skills

2.3 Develop behavior management systems and individual instructional programs to increase or decrease particular behaviors

2.4 Integrate individual objectives and programs into play-focused, child-directed, and functional activities

2.5 Plan and construct specific learning environments which are appropriate to a child';s developmental level and interests and which invite independent child and /or child/parent play

2.6 Find and incorporate available curriculum guides and other resource materials as appropriate for meeting individual and group objectives

2.7 Use interaction strategies conducive to developing play, exploration, independence and problem solving

2.8 Use intervention strategies responsive to a particular child';s interaction and learning style respecting cultural and societal diversity

2.9 Analyze and develop a plan for modifying non-productive adult-child interaction

2.10 Implement planned activities as outlined

2.11 Use individual and group management techniques which maintain child participation and interest in learning activities and which facilitate child success

2.12 Integrate strategies recommended by other disciplines into intervention activities

2.13 Incorporate special handling and feeding techniques, prostheses, technology and adaptive equipment into intervention activities

2.14 Attend to and respond at a level appropriate to child communication attempts

2.15 Use communication strategies which elicit and support child communication strategies

2.16 Use intervention strategies which support and facilitate parent interactions with their children

3.0 EVALUATION

3.1 Develop plan for systematic data collection on individual and/or group objectives

3.2 Spontaneously modify planned activities as necessary based on child performance

3.3 Collect child performance data during planned and unplanned activities

3.4 Modify individual and group plans based on performance data

3.5 Use data to summarize child and family progress and update goals and objectives

3.6 Develop a comprehensive program evaluation

    
  4.0 DELIVERING SERVICES TO FAMILIES

4.1 Involve family members in assessing child';s development and intervention needs

4.2 Incorporate family members in discussing results and implications of child';s assessment

4.3 Develop strategies for assessing family preferences and goals for service delivery

4.4 Develop strategies for assessing family strengths with regard to implementing child';s intervention plan

4.5 Develop strategies for assessing family resource and training needs with regard to implementing the child';s intervention plan

4.6 Develop a systematic individual family service plan addressing all components required by PL 99-457

4.7 With family member (s), plan individualized family involvement activities related to child and/or family needs

4.8 Provide family members with information on identified topics of need

4.9 Interpret to parents information from other disciplines

4.10 Use language that is clearly understood by family members

4.11 Use active listening and other supportive communication techniques with family members

4.12 Plan and implement individual sessions for meeting knowledge and skill needs of parents

4.13 Plan and implement group sessions for meeting knowledge and skill needs of parents and caregivers

4.14 Develop home activities for child which reflect needs of child and family, family preferences, and parent-infant interaction style, and which are appropriate to the home environment

4.15 Communicate options for programs and services at the next level (i.e. transition planning)

    

 

 

 

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Section 3.0 Practicum Planning
3.1 STUDENT INFORMATION FORM

To the student:

In an effort to update our office files, please fill out the following information. We need to know how to contact you should the need arise to cancel a class meeting. Please return the completed form to your instructor.

 

Course ____________________ Instructor _______________________________

Name ______________________________________________________________

(last) (first) (middle initial)

Student ID#___________________________________

(Social Security #)

e-mail address _________________________________________

Local Address ________________________________________________________

(Street & Apt Number)

__________________________________________________________

(City) (State) (Zip)

Local Phone (am)___________________________ (pm) _______________________

Permanent Address _____________________________________________________

(if different from local) (Street & Apt Number)

______________________________________________________

(City) (State) (Zip)

Name of Parents or Spouse _______________________________________________

Major Area __________________________________

Major Advisor __________________________________

Should any of this information change during the quarter, please inform the department secretary. Thank you for your cooperation.

 

 

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3.2 Competency Checklists

 

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5.3 Basic Information

Department of Special Education and Communication Disorders

Student Teaching (Mild Disabilities, Severe Disabilities, Early Intervention)

Information, Evaluation, and Forms

This packet provides information regarding the expectations of the student teaching experience. The packet includes information on the experience, professionalism, attendance policies, planning, teaching schedule, evaluation, confidentiality, and evaluation forms.

The Student Teaching Experience

Each graduate student in special education seeking initial certification will complete a two-semester student teaching experience. These experiences will be composed of full-time morning placements combined with supportive coursework during p.m. hours. Each student is should expect to be placed in locations amenable to afternoon class attendance.

Student teachers in the areas of mild disabilities and/or severe disabilities will each complete one semester student teaching experience in an elementary setting and one semester in a secondary (middle or high school) setting. Student teachers in early intervention will complete one semester of student teaching in a preschool setting and one in a secondary setting. The secondary setting will be selected based on the certification area pursued.

Professionalism

As a student teacher, you are expected to conduct yourself in the professional educator role as defined by the Georgia Professional Practices Commission';s Code of Ethics and the Council for Exceptional Children';s Code of Ethics and Standards for Practice. Three of the duties listed in the Georgia Teacher Evaluation manual are:

The teacher:

] Follows professional practices consistent with school policies in working with students, school records, parents, and colleagues.

] Complies with school, system, and state administrative regulations and board of education policies.

] Demonstrates professional practices in teaching.

Your professionalism during the student teaching experiences is critical as evidenced by the fact that most unsatisfactory student teaching experiences are the result of unprofessional behaviors.

 

Attendance

There are no unexcused absences during student teaching! If you must be absent for an emergency or illness, then notify your mentor and VSU supervisor as soon as possible. Appointments and other business matters should be scheduled outside of the school day.

Schedule

Student teachers are expected to adhere to the mentor teacher';s schedule. This includes before and after school meetings/duties, PTO meetings, or other activity required of your mentor.

Lesson Plans

The preparation and submission of lesson plans is an important responsibility for student teachers. Lesson plan format and submission requirements are established collaboratively by the VSU supervisor and mentor teacher. If the plans are not submitted on time or not of adequate quality, then the mentor teacher should not allow you to teach those lessons. Timely submission of the plans allows the mentor to not only review and approve the plans, but to also offer suggestions to improve the lessons and your teaching.

Teaching

Student teachers are expected to solo teach for at least six weeks during each of two semesters of 1/2 time student teaching, but most will do more than that. A sample schedule of responsibility assumption can be found in the student teaching syllabus. The time and rate at which you assume teaching responsibilities depend on your performance and involvement early in the student teaching experience. You need to become familiar with the content in the students'; IEPs, classroom materials, the students, your mentor';s classroom procedures, and much more. Look for opportunities to assist the teacher and to work with students to demonstrate your ability to assume greater teaching responsibilities. Solicit these opportunities and feedback from the mentor and VSU supervisor regarding your performance. Regularly reflect with the mentor teacher on your performance and ask for suggestions to improve.

Evaluation

Both departmental and college adopted forms will be used during both student teaching experiences. First, the departmental competency form (see practicum handbook) will continue to be used to document your performance in competency mastery. This form will be used during each supervisory visit as well as when the university supervisor reviews the required videotaped lessons. (Each student teacher must first receive written permission from students'; parents/guardians prior to videotaping any lesson, see syllabus for details.)

The College of Education student teacher evaluation form should be used soon after you first begin any teaching responsibilities to do a self-evaluation of a specific lesson. Inform your mentor when you plan to do this so he/she can observe the lesson and be prepared to listen/discuss your reflections.

The mentor teacher and VSU supervisor are required to complete at least three College of Education evaluations of your teaching. The first one should be completed early, soon after you begin teaching and is used to identify strengths and any areas needing improvement. The second evaluation is done near the midterm point and provides an update on your strengths and any areas for continued improvement. The last evaluation is done towards the end of the semester or the completion of your teaching responsibilities and provides important data on your growth during the student teaching experience.

Confidentiality

During the student experience, you will have access to permanent records and other confidential information. It is important that this information be used in a professional manner and remain confidential.

Evaluation of Supervisors

The student teacher is requested to evaluate the quality of supervision provided by the mentor teacher and VSU supervisor during the student teaching experience. This information is important to help improve the supervision process. The forms for these evaluations will be provided to you at the student teaching meeting at the end of the semester.

Unsatisfactory Student Teaching

The student teaching is a challenging time and unfortunately, not all experiences are successful. If your ongoing performance during the experience is not satisfactory, then the VSU supervisor and mentor will provide specific suggestions to guide your improvement. Deficiencies or areas of improvements must be demonstrated to achieve the grade of satisfactory.

 

 

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5.4 Self-Evaluation Guides

Directions for Ratings: Descriptors for each conceptual framework principle are used to evaluate how well the student teacher demonstrated that principle. A four point rating scale, as listed below, is used to indicate the level of performance on each of the descriptors.

  1. No evidence was observed.
  2. Some evidence was observed
  3. Good evidence was observed
  4. Excellent evidence was observed

    5. __ Blank rating indicates it was not applicable
  1. The teacher demonstrates an understanding of the central concepts, tools of inquiry, and structures of the discipline being taught and creates learning experiences that make these aspects of the subject matter meaningful for the students.

    2. ___ ___ ___ ___ ___ Applications or relevance of content was established.

    ___ ___ ___ ___ ___ Pacing and sequencing of lesson was appropriate.

    ___ ___ ___ ___ ___ Lesson closure was provided.

  2. The teacher demonstrates an understanding of how children learn and develop and provides learning opportunities that support their intellectual, social, and personal development.

    3. ___ ___ ___ ___ ___ Initial lesson focus stimulated student interest.

    ___ ___ ___ ___ ___ Instructional time was optimized -; no delays or wasted time.

  3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

    4. ___ ___ ___ ___ ___ Instruction was varied to meet different learning styles.

    ___ ___ ___ ___ ___ A positive, appropriate learning environment was provided for all students.

    ___ ___ ___ ___ ___ Needs of individual student exceptionalities were addressed.

  4. The teacher understands and uses a variety of instructional strategies to encourage student';s development, critical thinking, problem solving, and performance skills.

    5. ___ ___ ___ ___ ___ Various instructional roles were used by the teacher.

    ___ ___ ___ ___ ___ Teacher modeled and solicited higher-order thinking skills.

  5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interactions, active engagement in learning and self-motivation.

    6. ___ ___ ___ ___ ___ Activities involved all learners.

    ___ ___ ___ ___ ___ Hands-on or other high involvement activities were provided.

    ___ ___ ___ ___ ___ Student participation was monitored and reinforced.

    ___ ___ ___ ___ ___ Classroom rules/procedures were clear and consistently reinforced.

    ___ ___ ___ ___ ___ Inappropriate behavior was successfully remediated.

  6. The teacher uses effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

    7. ___ ___ ___ ___ ___ Multimedia, aids, or hands-on materials were used.

    ___ ___ ___ ___ ___ Correct oral and written expressions were used.

    ___ ___ ___ ___ ___ Student collaborations or interactions were encouraged.

  7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

    8. ___ ___ ___ ___ ___ Objectives were clear and appropriate to learners.

    ___ ___ ___ ___ ___ Activities matched objectives and learners.

  8. The teacher uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

    9. ___ ___ ___ ___ ___ Formal and informal assessment techniques were included and appropriate.

    ___ ___ ___ ___ ___ Practice with feedback was provided.

    ___ ___ ___ ___ ___ Questions were varied and appropriate to the learners and objectives.

    ___ ___ ___ ___ ___ Inadequate performances w ere identified and addressed.

  9. The teacher is a reflective practitioner who evaluates using qualitative and quantitative resources, the effect of his/her choices and actions on others (students, parents, and other professionals) and who actively seeks opportunities to grow professionally.

    10. ___ ___ ___ ___ ___ Instruction was modified based on student performances.

    ___ ___ ___ ___ ___ Sought and accepted constructive criticism.

    ___ ___ ___ ___ ___ Reflected on teaching effectiveness regularly.

  10. The teacher fosters relationships with colleagues, parents, businesses, and agencies in the community to support students'; learning and well-being.

    11. ___ ___ ___ ___ ___ Interacted with colleagues and parents to promote learning and well-being

    of students.

    ___ ___ ___ ___ ___ Solicited the involvement of businesses or community agencies to promote

    the learning or well-being of students.

     

     

     

     

     

     

     

     

     

     

     

     

     

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    5.5 Student Teaching Checklist

    As the student teacher I:

        Attended student teacher orientation; obtained student teacher and mentor information packets.
        Attended departmental meeting on orientation day, obtained information on seminars.
        Gave mentor teacher his/her information packet.
        Solicited feedback from mentor for suggestions on how to assist in the classroom
        Began learning students'; names and studying IEPs of students in preparation for teaching responsibilities.
        Reflected frequently on classroom activities with mentor and solicited suggestions for improvement.
        Prepared lessons for mentor as required - submitted on time and with high quality.

    Solicited suggestions for improving planning or teaching.
        Used the evaluation form to do self-evaluation of teaching, discussed with mentor.
        Scheduled a lesson for evaluation by mentor, discussed results, and compared this evaluation to your self-evaluation. Identified target areas for further improvement.
        Revised lesson plan details, content, and strategies to focus on areas targeted for improvement.
        Was evaluated by VSU supervisor and discussed performance and progress.
        Scheduled the solo teaching period.
        Was evaluated at midterm by the mentor and discussed results. Continued to focus on areas needing improvement.
        Was evaluated at midterm by the VSU supervisor, discussed results and overall progress.
        Discussed activities to follow solo teaching with mentor and VSU supervisor.
     

     

    		    

    Received final evaluations by mentor and VSU supervisor -- discussed the results and the final grade.
        Attended end of semester meeting -- received certification status report and completed evaluation forms.

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    COLLEGE OF EDUCATION

    VALDOSTA STATE UNIVERSITY

    DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS

    FALL, 1998

    SPEC 5010

    STUDENT TEACHING

    5 CREDIT HOURS

    REQUIRED TEXTBOOK

    No text required

    COURSE DESCRIPTION

    Prerequisite: Consent of the departmental Student Teaching Committee. Co-requisite: SPEC 5020

    University supervised placement in selected public school programs for students K-12 with mild or severe disabilities or preschool children with disabilities. The student teacher will assess students, plan and write instructional interventions, deliver instruction, monitor and document student progress, and assume all other classroom duties of the mentoring teacher(s). A minimum of twenty (20) contact hours per week is required in the school for the entire semester. May be taken multiple times. Ten credit hours are required in one of the above areas for certification/licensure recommendation.

    COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES FOR GRADUATE PROGRAMS

    Principle 1. Graduates are committed to their roles as helping professionals.

    Principle 2. Graduates are capable of excellence in their professional practice.

    Principle 3. Graduates think systematically about their practice, use research and

    technology and contribute to the knowledge base.

    Principle 4. Graduates are members of learning communities.

    EDUCATIONAL OUTCOMES

  11. The ability to create environments that encourage positive social interaction, self-motivation, and active engagement in learning through an understanding of individual and group motivation and behavior.
  12. The ability to plan intervention based upon knowledge of empirical research, individual consumers, and the community.
  13. Competence in self-evaluation of the effects of his/her choices and actions on others (consumers, family members, and other professionals in the learning and community) and a commitment to actively seek out opportunities to grow professionally.
  14. The fostering of relationships with professional colleagues, families, businesses and agencies in the larger community to support consumers'; progress and well-being.
    15.

    COURSE OBJECTIVES

    It is the Department's expectation that the accomplishment of the following objectives will be the result of the combined efforts of the Departmental supervisor (University Supervisor) the Mentor Teacher and the Student Teacher.

    Upon completion of this course, students will: