DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
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

1. 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.
2. The ability to plan intervention based upon knowledge of empirical research, individual consumers, and the community.
3. 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.
4. The fostering of relationships with professional colleagues, families, businesses and agencies in the larger community to support consumers’ progress and well-being.

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:

1. use informal assessments to measure functional skills. (Principle 2; Outcome 2)

2. interpret and use assessment data for instruction. (Principle 2; Outcomes 3 and 4)

3. identify functional, age-appropriate skills and plan and implement instruction based on measurement data and this identification process. (Principle 2; Outcomes 1, 2, and 3)

4. develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences. (Principle 1; Outcomes 1 and 2)

5. plan for comprehensive long term curriculum and implement that curriculum on a daily basis.(Principles 2 and 4; Outcomes 1, 2, and 3)

6. choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process. (Principle 2; Outcome 2)

7. write daily lessons plans to plan instruction for students including the following:

Target Skill(s) from IEP

Student Instructional Objective(s),

Teacher Procedures

-materials used during instructional session

-anticipated beginning and ending times for each major part

of instructional lesson

-procedures and tools for recording student progress toward acquisition,

fluency, maintenance, or generalization of the stated objective(s)

-teacher procedures (steps) to teach

(Principles 1, 2, 3, and 4; Outcomes 1, 2, 3, and 4)

8. use lesson plans to teach students:

-get student attention

-present facts/chains of facts/discriminations/concepts/rules/strategies

unambiguously (systematic or direct instruction methodologies),

-evoke student responses

-reinforce and/or correct student responses

(Principle 4; Outcomes 1 and 3)

9. collect data on student progress toward acquisition, fluency, maintenance, or

generalization of the stated objective(s) (Principle 4; Outcome 2)

10. plan and provide instruction in a variety of settings and conditions and for a diverse population (individualize). (Principles 1 and 4; Outcomes 1 and 2 )

11. use instructional time properly. (Principle 4; Outcome1)

12. design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting. (Principle 4; Outcomes 1, 3, and 4)

13. implement the least intrusive intervention consistent with the needs of the students. (Principles 1 and 4; Outcomes 1, 2, 3, and 4)

14. demonstrate proficiency in oral and written communication (Principle 3; Outcome 3)

15. use collaborative strategies in working with individuals with diverse needs, parents, and school and community personnel in various learning environments. (Principle 4; Outcome 4)

16. comply with local, state, provincial, and federal monitoring and evaluation requirements.(Principle 4; Outcomes 3 and 4)

17. demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with diverse needs. (Principle1; Outcomes 1, 2, 3, and 4)

18. self-evaluate planning and instruction.( Principle 3; Outcome 3)

19. design, implement, and evaluate instructional programs that enhance social participation in family, school, and community. (Principle 2; Outcome 2)

20. adhere to copyright laws in the preparation of classroom materials. (Principle 1; Outcome 3)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. LESSON PLANS: EVERY time the student teacher is responsible for planning and teaching students (individual instruction, small group instruction, entire class instruction, instruction in the community, or instruction in lunch room or any other environment) LESSON PLANS ARE REQUIRED.

Lesson plans will include curricular domain area, target skill(s)--from IEP, student instructional objectives, teacher procedures to meet the stated objectives, materials needed in the instruction, lesson code and anticipated time for the major parts of the instructional session, and procedures for recording student progress toward the acquisition, fluency, maintenance, or generalization of the student's objective. YOU WILL BE PROVIDED WITH A COPY OF AN APPROVED FORMAT FOR A LESSON PLAN. USE OF A LESSON PLAN DIFFERENT FROM THE ONE PROVIDED BY THE UNIVERSITY SUPERVISOR MUST BE APPROVED IN ADVANCE.

Lesson plans MUST be submitted to the Mentor Teacher for approval prior to implementation. A copy of lesson plans MUST be submitted to the University Supervisor for approval by the Monday of the week of implementation (i.e. instruction planned for the 2nd week of student teaching will be submitted the Monday of the 2nd week). The total collection of lesson plans MUST be kept in the classroom and available to the University Supervisor AT ALL TIMES. (Objectives: 2, 3, 4, 5, 6, 7, 8, 10, 12, 14, 15, 16, 17, 19, 20)

2. Collect data appropriately and submit completed data sheets with lesson plans. (Objectives: 1, 3, 9, 16, 17)

3. Describe the classroom management system currently used in the assigned classroom, school, and school system. (Objectives 13, 17)

4. Write a weekly and/or daily schedule documenting all events scheduled to occur in the classroom. (Objectives: 11, 12)

5. PROFESSIONALISM: Professional relationships established between the Student Teacher and his/her Mentor and University Supervisor should be at the same level expected of that of a full time teacher. Communication problems between any parties should first be addressed by those parties and such communication should be considered an issue of confidentiality. In other words, consider your communications with professionals working with you during this experience to be important and confidential. You are encouraged to review the CEC statements of Ethics and Standards located at: http://www.cec.sped.org/ps-menu.htm. Please observe with care the following documents: "CEC Code of Ethics…", "CEC Standards for Professional Practice", and "CEC International Standards for Entry into Professional Practice".

CONFLICTS: If a conflict arises --CALL or MAKE an APPOINTMENT with your University supervisor IMMEDIATELY (912) 333-5932.

(Objectives::14, 15, 17)

6. Complete planning and teaching self-evaluations as directed. (Objectives: 14, 17, 18)

7. Complete review of all IEPs for each student in assigned class. (Objective 7)

8. Attend two IEP conferences for students in assigned class. (Objective 7)

9. Complete Adaptive Behavior Scale on one student. (Objectives: 1, 2, 7)

10. Include all written activities in a portfolio to be turned in to University Supervisor. (Objective 14)

11. Complete other individualized assignments as specified by the University Supervisor (i.e. family interview, research curricular area, etc.). (Objective 18)

COURSE EVALUATION

Satisfactory completion of this course, is based on the following minimum criteria:

Your University Supervisor may require ADDITIONAL documentation for satisfactory completion of SPEC 5010. It is each student's responsibility to determine if additional documentation is required.

(Student MUST meet the criterion for Satisfactory Performance for EACH Course Requirement):

NO ASSIGNMENTS WILL BE ACCEPTED LATE.

ATTENDANCE POLICY

Student teachers MUST adhere to the same time schedule as their Mentor Teachers. If a student teacher is ill, he/she will contact the school before school starts and will also contact the University Supervisor before 8:30 AM. More than four absences WILL JEOPARDIZE the satisfactory completion of student teaching requirements.

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty of plagiarism in undergraduate course work ins a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving administrative structure will occur for the second offense.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication manual of the American Psychological Association (4th ed.). Washington, DC: Author.

COURSE SCHEDULE

Schedule: Primary requirements and timeline for meeting the requirements for student teaching are approved by the University Supervisor and the Mentor Teacher. An approved schedule during a semester is as follows (any deviation from this schedule must be approved by the University Supervisor and the Mentor Teacher):

The progression allows the student teacher to become familiar with the students, gradually increase teaching responsibilities, assume full responsibility of the class for A MINIMUM OF SIX WEEKS, and finally the gradual reintroduction of the Mentor Teacher. The student teacher MUST plan the student teaching schedule with the Mentor Teacher and submit this plan to the University Supervisor for approval.