Multiple Subject Handbook - California State University, Fresno

FIELD WORK HANDBOOK EHD 174 | EHD 178 | EHD 110D | EHD 170 EHD 174ECE | EHD 178ECE |EHD 170ECE SPED 171/172 | SPED 175/176 Multiple Subject, Early Childhood, and Education Specialist Credential Programs Office of Professional Field Experiences

Spring 2015

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Introduction Vision The Kremen School of Education and Human Development is a center for academic excellence and collaboration in the fields of education and counseling. Graduates will be community leaders who advocate high standards and democratic values with attention to professional ethics and diversity. Integration of educational technology and performance assessment is essential to all programs.

Mission Statement The Kremen School of Education and Human Development's mission is the recruitment and development of ethically informed leaders for classroom teaching, education administration, counseling, and higher education. This NCATE-accredited unit fosters the candidate dispositions of collaboration, valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. Our mission is realized through a framework of teaching, scholarship, and services that addresses regional, state, national, and international perspectives.

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To recruit qualified candidates, who are representative of the diversity in our community, into the fields of education and counseling, beginning with students in the public schools.

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To be at the cutting edge of the application of best practice models and educational technology.

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To prepare education professionals who have a command of content knowledge and pedagogy, and who continuously strive to improve their practice.

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To support the lifelong development of practicing professionals with services and programs including the doctorate.

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To prepare professionals who are committed to leadership and service in diverse community settings.

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To integrate performance assessment as a key evaluation technique in each of our programs.

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To sustain a university work environment that is exemplary in its humanity, ethics, effectiveness and intellectual vitality.

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To secure, through advancement efforts, the supplemental funding needed to provide the margin of excellence for programs and special initiatives.

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To be the higher education partner of choice for the public schools and other relevant institutions of the five counties we serve in the Central Valley.

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Candidate Professional Dispositions The Kremen School of Education and Human Development professional education unit fosters the development of the following professional dispositions among our candidates. Candidates increasingly reflect these dispositions in their work with students, families, and communities.

Reflection

Candidates develop the dispositional tendency to reflect on their professional practice. We support the development of this disposition by having candidates regularly reflect on their learning and on their practice.

Critical thinking

Candidates analyze situational contexts, resulting in more informed decision-making. We provide our candidates practice analyzing the implications of intrapersonal, interpersonal and contextual issues in educational settings.

Professional ethics

Candidates learn to make well-reasoned ethical judgments. We foster this disposition by teaching ethical decision-making that relies on reflection and results in professional action.

Valuing diversity

Candidates are able to work effectively with diverse populations and recognize the importance of valuing of cultural, linguistic, cognitive, and physiological diversity. We promote this disposition through experiences in educational settings with diverse populations and opportunities to discuss, observe, and reflect on the benefits of valuing diversity.

Collaboration

Candidates learn and practice the skills of collaboration in their classes and in their fieldwork. Furthermore, we model collaboration in our work with one another and with the larger educational community.

Life-long learning

Candidates demonstrate a commitment to life-long learning about their profession and beyond. We foster this disposition through pre-professional experiences that bring the candidate into the profession in meaningful ways and by acquainting them with opportunities for continuing professional growth.

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Table of Contents Introduction ....................................................................................................................................... 1 Vision...........................................................................................................................................................1 Mission Statement .......................................................................................................................................1 Goals ...........................................................................................................................................................1 Candidate Professional Dispositions..............................................................................................................2

SECTION I: General Credential Program Information........................................................................... 7 Program Options ..........................................................................................................................................9 Sample Course Sequences .......................................................................................................................... 11 Contined Sample Course Sequences ............................................................................................................ 12 Program Advisors ....................................................................................................................................... 13 Admission Information ............................................................................................................................... 13 Introduction to Field Experiences ................................................................................................................ 15 Multiple and Special Education Credential Programs ................................................................................... 15 Qualifications Related to the California Reading Initiative (A.B. 3482 and A.B. 1178) .................................... 19

SECTION II: Qualifications and Role Expectations .............................................................................. 21 Qualification Criteria for School Sites, School Site Partners and Cooperating Teachers ................................. 23 EHD 174 Qualifications and Role Expectations ............................................................................................. 24 Qualifications and Role Expectations .......................................................................................................... 26 Cooperating/Master Teachers .................................................................................................................... 26 Role Expectations of Principals/School Site Administrators ......................................................................... 28 Qualifications and Role Expectations for University Supervisors .................................................................. 29 EHD 174 / EHD 174ECE Role Expectations of University Supervisors ............................................................. 29 Role Expectations of University Supervisors ................................................................................................ 30 Role Expectations of University Supervisors ................................................................................................ 31 National Association of the Education of Young Children ............................................................................. 32

SECTION III: Professional Ethics ........................................................................................................ 34 Teacher Candidate Code of Ethics ............................................................................................................... 36 Confidentiality of Student Records.............................................................................................................. 37

SECTION IV: Procedures for Teacher Candidate Remediation/Reassignment/Dismissal...................... 38 Procedures for Teacher Candidate Remediation/Reassignment/Dismissal ................................................... 40 Candidate Plan of Assistance ...................................................................................................................... 42 Candidate Reassignment/Dismissal Form .................................................................................................... 44

SECTION V: EHD 174/174ECE: Field Study A ....................................................................................... 46 EHD 174: Field Study A Syllabus .................................................................................................................. 48 EHD 174A: Field Study A Seminar ............................................................................................................... 55 EHD 174/174ECE: Field Study A Competency Log ......................................................................................... 61 Direct Instruction Lesson Plan ..................................................................................................................... 63 Mid Semester Self Reflection/Goal Setting .................................................................................................. 65 Final Self Reflection/Goal Setting ................................................................................................................ 66 Teacher Candidate Information Sheet EHD 174/174ECE............................................................................... 67

SECTION VI: EHD 178/178ECE/110D Field Study B ............................................................................. 69 EHD 178/110D: Field Study B Syllabus ......................................................................................................... 71 EHD 178A: Field Study B Seminar ............................................................................................................... 79 EHD 178/178ECE/110D Student Teaching Competency Log .......................................................................... 85 Competency Documentation Form ............................................................................................................. 90 Students in Context: Class Profile (Competency 1) ....................................................................................... 91 Direct Instruction Lesson Plan ..................................................................................................................... 94

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Co-Teaching Strategies & Examples ............................................................................................................. 96 Inquiry Lesson Plan Format ......................................................................................................................... 98 Final – Teacher Candidate Assessment/Goal Setting – EHD 178/110D ........................................................ 102 Guidelines for EHD 178/110D Teacher Candidate Evaluation ..................................................................... 104 Classroom Observation Feedback Form..................................................................................................... 110

SECTION VII: SPED 171 Initial Practicum Mild/Moderate .................................................................112 SPED 171 Syllabus Initial Practicum in Mild/Moderate Disabilities ............................................................. 114 Practicum Completion Checklist/Evaluation – SPED 171 ............................................................................ 124 Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 127 Students in Context: Class Profile .............................................................................................................. 128 Daily Instructional Block Plan .................................................................................................................... 131 K-W-O Chart ............................................................................................................................................. 132 Lesson Plan Template ............................................................................................................................... 133 SPED Lesson Plan Rubric ........................................................................................................................... 135 Special Education Practicum Observation Feedback Form.......................................................................... 137 Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 140 Short-Term Goal Planning Form ................................................................................................................ 144 Student Self-Reflection ............................................................................................................................. 145

SECTION VIII: SPED 172 Initial Practicum Moderate/Severe .............................................................146 SPED 172 Syllabus Initial Practicum in Moderate/Severe Disabilities .......................................................... 148 Practicum Completion Checklist/Evaluation – SPED 172 ............................................................................ 157 Co-Teaching Requirements Preliminary Education Specialist Credential | Moderate/Severe ...................... 160 Students in Context: Class Profile .............................................................................................................. 161 Daily Instructional Block Plan .................................................................................................................... 164 K-W-O Chart ............................................................................................................................................. 165 Lesson Plan Template ............................................................................................................................... 166 SPED Lesson Plan Rubric ........................................................................................................................... 168 Special Education Practicum Observation Feedback Form.......................................................................... 170 Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 174 Short-Term Goal Planning Form ................................................................................................................ 178 Student Self-Reflection ............................................................................................................................. 179

SECTION IX: EHD 170/170ECE/160A/160B Field Study C...................................................................180 EHD 170/170ECE: Field Study C: Final Student Teaching Syllabus ............................................................... 182 EHD 170/170ECE: Final Student Teacher Weekly Pacing Guide ................................................................... 192 EHD 170/170ECE Teacher Candidate End of the Semester Checklist for Final Meeting with University Supervisor ................................................................................................................................................ 196 Direct Instruction Lesson Plan ................................................................................................................... 198 Co-Teaching Strategies & Examples ........................................................................................................... 200 Final – Teacher Candidate Assessment/Goal Setting – EHD 170/160A/160B ............................................... 206 Guidelines For EHD 170, 170ECE, 160A, 160B Teacher Candidate Evaluation .............................................. 208 Classroom Observation Feedback Form..................................................................................................... 214

SECTION IX: EHD 170A: Field Study C Seminar ................................................................................220 EHD 170A: Field Study C Seminar ............................................................................................................. 222

SECTION X: SPED 175 Final Practicum Mild/Moderate .....................................................................228 SPED 175 Syllabus Final Practicum in Mild/Moderate Disabilities .............................................................. 230 Practicum Completion Checklist/Evaluation – SPED 175 ............................................................................ 241 Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 244 Students in Context: Class Profile .............................................................................................................. 246 K-W-O Chart ............................................................................................................................................. 251 Lesson Plan Template ............................................................................................................................... 252

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Special Education Practicum Observation Feedback Form.......................................................................... 256 Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 260 Short-Term Goal Planning Form ................................................................................................................ 264 Student Self-Reflection ............................................................................................................................. 265

Section XI: SPED 176 Final Practicum Moderate/Severe ...................................................................266 SPED 176 Syllabus Final Practicum in Moderate/Severe Disabilities ........................................................... 268 Practicum Completion Checklist/Evaluation – SPED 176 ............................................................................ 278 Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 281 Students in Context: Class Profile .............................................................................................................. 283 Daily Instructional Block Plan .................................................................................................................... 287 K-W-O Chart ............................................................................................................................................. 288 Lesson Plan Template ............................................................................................................................... 289 Special Education Practicum Observation Feedback Form.......................................................................... 293 Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 297 Short-Term Goal Planning Form ................................................................................................................ 301

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SECTION I: General Credential Program Information

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Program Options The Kremen School of Education and Human Development’s teacher education program provides several options in which students may participate while pursuing a teaching credential. Each option is intended to provide a slightly different focus and training methodology for students. For details on each program refer to a sequence of courses. Currently, the major options being offered are as follows: Multiple Subject – designed for candidates who are interested in teaching in general education, grades K-8. Education Specialist only [Mild/Moderate or Moderate/Severe] - designed for candidates who are interested in teaching in Special Education settings, grades K-age 22. Early Childhood Education - a block program designed to for candidates interested obtaining a Multiple Subject K-8 Credential with an emphasis on Early Childhood Education. Dual Credential Program - teacher candidates may simultaneously work on a Multiple Subject and Education Specialist Credentials. Dual Early Childhood Education - a block program designed to for candidates interested obtaining a Multiple Subject K-8 Credential with an emphasis on Early Childhood Education and an Education Specialist simultaneously. BCLAD - The multiple subject BCLAD credential authorizes the holder to provide academic instruction to English Learner students in their primary language. Communicative Disorders - designed for students who wish to prepare for specialization in special education as educators of the deaf. Partnership Cohorts - a block program where classes are taught at an elementary school site. Internship program - an alternative certification program for those who complete their program while under full time employment as classroom teachers. All CSET’s and an English Learner Course must be passed before entering the Internship program.

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Sample Course Sequences *Please refer to your advising sheet for your specific course requirements. Prerequisites: EHD 50; CI 100; SPED 120 (SPED and Dual) Multiple Subject Only

Special Education Only

Dual

Phase 1 CI 171 Understanding the Learner, Instructional Design, and Assessment LEE 172 Cultural and Language Contexts of the Classroom LEE 173 Teaching Reading and Social Studies in Grades 4-8 EHD 174 Field Study A EHD 174A Field Study Seminar

LEE 172 Cultural & Language Contexts of the Classroom LEE 173 Teaching Reading & Social Studies in Grades 4-8 EHD 178 Field Study B EHD 178A Field Study Seminar SPED 130 Assessing Students with Special Needs SPED 145 Designing Effective Environments for Students with Disabilities

CI 171 Understanding the Learner, Instructional Design, & Assessment LEE 172 Cultural & Language Contexts of the Classroom LEE 173 Teaching Reading & Social Studies in Grades 4-8 SPED 130 Assessing Students with Special Needs EHD 174 Field Study A EHD 174A Field Study Seminar

Intern Eligible LEE 177 Teaching Reading and The Arts in Grades K-3 CI 176 Mathematics Instruction and Applied Assessment SPED 125 Positive Behavior and Social Supports SPED 136 Assessment, Curriculum Design & Instruction for Students with Mild/Moderate Disabilities –OR- SPED 146 Assessment & Instruction for Students with Moderate/Severe Disabilities SPED 171 Initial Practicum in Special Education MM –or- SPED 172 Initial Practicum in Special Education MS

LEE 177 Teaching Reading and The Arts in Grades K-3 CI 175 Science Instruction and Applied Technology CI 176 Mathematics Instruction and Applied Assessment SPED 125 Positive Behavior and Social Supports EHD 110D Field Study B (Dual Placement) EHD 178A [1 unit] Field Placement Seminar

SPED 219 Home-School Collaboration/Effective Communication & Collaborative Partnerships SPED 233 Special Educator as Researcher SPED 246 (previously SPED 137) Specific Instructional Strategies and Transition Planning for Students with Mild/Moderate Disabilities OR- SPED 247 (previously SPED 147) Advanced Environmental Design & Instruction for Students with M/S Disabilities SPED 175 (6 units) Final Practicum in Special Education MM –OR- SPED 176 (6 units) Final Practicum in Special Education MS EHD170A [2 units] Field Placement Seminar

SPED 136 Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities –OR- SPED 146 Assessment & Instruction for Students with Moderate/Severe Disabilities SPED 145 Designing Effective Environments for Students with Disabilities EHD 170 [9 units] Field Study C | Final Student Teaching Multiple Subject EHD 170A [2 units] Field Placement Seminar

Phase 2 CI 175 Science Instruction and Applied Technology CI 176 Mathematics Instruction and Applied Assessment LEE 177 Teaching Reading and the Arts in Grades K-3 EHD 178 Field Study B EHD178A Field Study Seminar

Phase 3 Intern Eligible SPED 179 Differentiated Instruction and Classroom Management EHD 170 Field Study C EHD 170A Field Study Seminar

Phase 4 Intern Eligible SPED 219 Home-School Collaboration/Effective Communication & Collaborative Partnerships SPED 233 Special Educator as Researcher SPED 246 (previously SPED 137) Specific Instructional Strategies and Transition Planning for Students with Mild/Moderate Disabilities -ORSPED 247 (previously SPED 147) Advanced Environmental Design & Instruction for Students with M/S Disabilities SPED 175 (6 units) Final Practicum in Special Education MM –OR- SPED 176 (6 units) Final Practicum in Special Education MS

*For other credential options, please contact a program advisor

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Contined Sample Course Sequences *Please refer to your advising sheet for your specific course requirements. Prerequisites: EHD 50; CI 100; SPED 120 (SPED and Dual) Early Childhood Education

Dual Early Childhood Education

Phase 1 CI 171ECE Psychological Contexts, Early Childhood Education LEE 172ECE Cultural Contexts Early Childhood Education LEE 173ECE Teaching Literacy and ELD Grades 4-8 CI 176 Mathematics Instruction and Applied Assessment EHD 174ECE Field Study A EHD 174A Field Study Seminar

Phase 2 CI 150ECE Managing Early Learning Environments CI 175 Science Instruction and Applied Technology LEE 177ECE Language and Literacy Development and Instruction LEE 148 Integrated Curriculum EHD 178ECE Field Study B EHD178A Field Study Seminar

CI 171ECE Psychological Contexts, Early Childhood Education LEE 172ECE Cultural Contexts Early Childhood Education LEE 173ECE Teaching Literacy and ELD Grades 4-8 CI 176 Mathematics Instruction and Applied Assessment SPED 130 Assessing Students with Special Needs EHD 174 Field Study A EHD 174A Field Study Seminar

CI 150ECE Managing Early Learning Environments CI 175 Science Instruction and Applied Technology LEE 177ECE Language and Literacy Development and Instruction LEE 148 Integrated Curriculum EHD 178ECE Field Study B (Dual Placement) EHD 178A [1 unit] Field Placement Seminar

Phase 3 Intern Eligible SPED 179 Differentiated Instruction and Classroom Management EHD 170ECE Field Study C EHD 170A Field Study Seminar

SPED 136 Assessment, Curriculum, and Instruction for Students with Mild/Moderate Disabilities –OR- SPED 146 Assessment & Instruction for Students with Moderate/Severe Disabilities SPED 145 Designing Effective Environments for Students with Disabilities EHD 170ECE [9 units] Field Study C | Final Student Teaching Multiple Subject EHD 170A [2 units] Field Placement Seminar

Phase 4 Intern Eligible SPED 219 Home-School Collaboration/Effective Communication & Collaborative Partnerships SPED 233 Special Educator as Researcher SPED 246 (previously SPED 137) Specific Instructional Strategies and Transition Planning for Students with Mild/Moderate Disabilities -OR- SPED 247 (previously SPED 147) Advanced Environmental Design & Instruction for Students with M/S Disabilities SPED 175 (6 units) Final Practicum in Special Education MM –OR- SPED 176 (6 units) Final Practicum in Special Education MS

*For other credential options, please contact a program advisor

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Program Advisors Admissions/General Program Advising ED 100 | 278-0300 Multiple Subject Credential Dr. Laura Alamillo ED 269 | 278-0280 | [email protected] Special Education/Dual Credentials Dr. Elisa Jamgochian ED 351 | 278-4011 | [email protected] Early Childhood Education Dr. Cathy Yun ED 235| 278-0238 | [email protected]

Field Placement Janine Quisenberry ED 239 | 278-0215 | [email protected] Partnerships Dr. Colleen Torgerson ED 255 | 278-0328 | [email protected] BAP Dr. Teresa Huerta ED 253 | 278-0364 | [email protected] Internship Dr. Kim Cole ED 200B | 278-0474- | [email protected]

Admission Information State Admission Requirements: California Code of Regulations, Section 41100, mandates that for admission to a teaching credential program, the student must be assessed in terms of the following criteria: Prerequisite Courses and Field Experiences. The candidate shall have successfully completed a supervised early field experience and other prerequisite courses and experiences prescribed by the campus. Professional Aptitude. The candidate shall demonstrate suitable aptitude for teaching in the public schools. Aptitude is assessed through interviews and letters of recommendation. Physical Fitness. The candidate shall satisfy the standards of physical fitness required by the State Credentialing Agency. Fundamental Skills. The candidate shall demonstrate proficiency in fundamental skills in written and spoken English, reading, and mathematics. Scholarship. The candidate shall have attained a grade point average of at least 2.67 in all baccalaureate and post baccalaureate coursework or a grade point average of at least 2.75 in the last 60 semester units attempted. Personality and Character. The candidate shall demonstrate personality and character traits that satisfy the standards of the teaching profession. Admission Exceptions. If a candidate has not met one or more admission requirements but possesses compensating strengths in other required areas, he or she may apply for conditional admission which must be cleared prior to admission to student teaching. The number of exceptions granted each year shall not exceed 15 percent of the total number of candidates admitted during the previous year.

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To obtain a first credential, a student must: a. b. c. d. e. f. g. h.

Complete a Bachelor degree Pass all sections of the CSET Pass all subsections of the CBEST or equivalent Pass the RICA Meet the Constitution Requirement Meet Character and Clearance requirements Complete CPR certification (card) Complete all Program Requirements (Courses/GPA 3.0/grades C or better)

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Introduction to Field Experiences Multiple and Special Education Credential Programs The credential programs at Fresno State prepare teacher candidates through required coursework and field experiences. Field experiences are intended to introduce Teacher Candidates to practical classroom teaching under the guidance of Cooperating Master/Teachers. The overall goal of the Kremen School of Education and Human Development is to produce a graduate who is a reflective collaborative practitioner. Holders of Multiple Subject Credentials are authorized to teach in self-contained classrooms commonly found in elementary schools. The Education Specialist Credential authorizes the holder to teach students with mild/moderate or moderate/severe disabilities (K-age 22) in public or private school programs, clinics, special schools, resource classrooms, educational programs, residential facilities, hospitals, and other agencies serving persons with special needs. To address the tremendous social, economic, cultural, and developmental diversity that exists in our classrooms today, Teacher Candidates are provided diverse teaching experiences. Accordingly, during the student teaching experience, candidates will be placed in at least two different grades and socioeconomic settings during their student teaching. Teacher Candidates will also be afforded the opportunity to prepare and use instructional strategies, activities, and materials that are appropriate for students with diverse needs, interests, and developmental levels. EHD 174 EHD 174 is the first in a series of three classroom placements for the Multiple Subject credential. It requires a placement in grades 4-8 Tuesday and Thursday afternoons from 11:30AM-2:30PM. The focus is to work with individuals or small groups of students in reading/language arts and social studies. Teacher Candidates are given opportunities to practice applying the methodologies and strategies learned in classes that are taken concurrently with EHD 174. The schedule is a minimum of 6 hours a week. Case studies and other Phase I course related assignments may be drawn from students in their field placement, however, additional time with students will be necessary for completing these assignments. Seminars will be called both during and beyond the school day for specialized training from district trainers and/or university faculty. EHD 174ECE EHD 174ECE Field Study A-ECE is the first in a series of three classroom placements for the Early Childhood credential. This experience is designed to be taken concurrently with LEE173ECE, Teaching Literacy and English Language Development in Grades 4-8 and with CI176, Mathematics Instruction and Applied Assessment. Field Study A-ECE is designed to provide the necessary classroom access essential for completing the assignments in all the Phase 1 courses. Content covered includes; writing lesson plans, tutoring reading with children in grades 4-8, planning and implementing a series of math lessons, as well as completing assignments associated with Phase 1 coursework. EHD 174 A: Field experience Seminars (taken concurrently with EHD 174/174ECE) EHD 178 EHD 178 is a supervised field experience in a K-3 classroom. It is the second of the three placements preparing teacher Candidates to teach in culturally and linguistically diverse classrooms, and the first for students in the Special education Credential Program. It requires a minimum of 12 hours a week, 15

Monday through Thursday from 8:00AM-11:00AM. Some assignments and seminars may require extra hours beyond the school day. Teacher Candidates work with small groups and teach whole class lessons to students in grades K-3. They are given opportunities to practice applying the methodologies and strategies learned in previous classes and those that are taken concurrently with EHD 178. EHD 178 Student Teaching is intended to introduce Teacher Candidates to practical classroom teaching under the guidance of Cooperating Teachers and to enable the institution to determine when candidates are ready to begin final supervised teaching.

EHD 110D EHD110D requires a minimum of 20 hours, Monday-Friday from 8:00-12:00 (approximately 16 hours in general education and 4 hours in special education), plus seminars/lab as scheduled. The Teacher Candidates work with small groups and teach whole class lessons to students in grades K-3 and special education. Teacher Candidates are given opportunities to practice applying the methodologies and strategies learned in classes that are taken concurrently with EHD 110D. EHD 110D Student Teaching is intended to introduce Teacher Candidates to practical classroom teaching under the guidance of Cooperating Teachers and to enable the institution to determine when candidates are ready to begin daily supervised teaching. EHD 178ECE This experience requires two separate placements, a reading placement and a curriculum placement. The reading placement is scheduled for one morning a week in a primary classroom. Teacher candidates are given the opportunity to observe a master teacher modeling best practice strategies taught in their concurrent LEE 177ECE course. The modeled lesson is then discussed and students spend the majority of their time working one-on-one or in small groups providing reading language arts instruction to primary age students. All teaching requires a written lesson plan and is supervised by university personnel. EHD 178ECE curriculum placement requires teacher candidates to teach in a primary grade classroom for two afternoons a week for the entire semester. Candidates are required to plan, implement and evaluate a ten lesson, standards-driven, integrated thematic unit in a primary classroom. Instruction requires extensive lesson planning and is supervised by the classroom teacher and the university supervisor. EHD 178 A: Field experience Seminars (taken concurrently with EHD 178/110D) EHD 170/170ECE EHD 170 is the final Multiple Subject student teaching experience, which involves practicing the theory and methods learned in coursework and promotes the analysis of the Teacher Candidate’s own teaching. For Teacher Candidates to make progress, it is important that Cooperating Teachers and Teacher Candidates share in all aspects of classroom management, receive ample time to work with students, and demonstrate the ability to use a variety of methods and techniques. Co-Teaching is encouraged. EHD 170 offers continuing opportunities for Teacher Candidates to apply what they have learned and to assume responsibilities of full-time teachers. Required hours for EHD 170 are ½ hour before school starts until at least ½ hour after the school day ends. In order to learn and assume all the responsibilities of a full-time teacher it may be necessary for the candidates to attend meetings, trainings and school functions beyond the school day. The EHD 170 field experience culminates in taking over the classroom for two consecutive weeks including planning, 16

implementing, and assuming all classroom duties. It is hoped that each graduate will continue striving toward educational leadership and professional growth through lifelong learning. EHD 170A: Field Experience Seminars (taken concurrently with EHD 170, SPED 175/176 or EHD 160A/B) 160A/160B EHD 160A or EHD 160 is either part time final student teaching or an internship. Requirements and expectations are the same as EHD 170 (listed above) except hours for these courses are spread over two semesters. If it not an internship the hours are agreed upon ahead of time with the Director of Professional Field Experiences. The teacher candidate can either choose to be placed for 8 weeks all day or the full semester from ½ hour before school starts until 12:00PM. Either option must include full days for a minimum of two weeks of full time classroom responsibilities. SPED 171/172 SPED 171/172 requires a minimum of 16 hours per week in a K-12 classroom, RSP or SDC setting, serving students identified with Mild/Moderate (171) or Moderate/Severe (172) disabilities. In this supervised field placement teacher Candidates will complete assessments, engage in curriculum development and implementation, instructional activities, and other professional duties of the special education teacher. Teacher candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Successful teacher candidates will take over some small group and individual student responsibilities of their Cooperating Teacher for a period of two weeks at the end of the semester. SPED 175/ 176 SPED 175/176 are the final student teaching practicum experiences for Special Education. Teacher candidates will take part in a full time, semester long, supervised teaching experience in a K-12 classroom, RSP or SDC, serving students identified with Mild/Moderate (175) or Moderate/Severe (176) disabilities. Students will complete assessments, engage in curriculum development and implementation, instructional activities and other professional duties of the special education teacher. Teacher candidates are required to demonstrate competency in those planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Required hours for SPED 175/176 are ½ hour before school starts until at least ½ hour after the school day ends. In order to learn and assume all the responsibilities of a full-time teacher it may be necessary for the candidates to attend meetings, trainings and school functions beyond the school day. The SPED 175/176 field experience culminates in taking over the classroom for three consecutive weeks including planning, implementing, and assuming all classroom duties toward the end of the semester. It is hoped that each graduate will continue striving toward educational leadership and professional growth through lifelong learning.

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Qualifications Related to the California Reading Initiative (A.B. 3482 and A.B. 1178) The California Commission on Teacher Credentialing has set standards for Cooperating Teachers in regards to reading instruction. The following requirements from the Standards for the Preparation of Multiple Subject Teaching Credential Candidates for Reading, Writing and Related Language Instruction in English are of particular importance for students enrolled in EHD 174, EHD 178, SPED 171/172, EHD 170, and SPED 175/176. All candidates are placed in field experience sites and student teaching assignments with teachers whose instructional approaches and methods in teaching are consistent with a balanced, comprehensive program and who collaborate with institutional supervisors and instructors. The field experiences of each Credential candidate, including student teaching assignments, are designed to establish cohesive connections between reading methods coursework, reading-related coursework, and the practical experience components of the program, which provide ongoing opportunities to participate in effective reading instruction. The institution provides for careful and thorough communication and collaboration between field site supervisors, student teaching supervisors and reading methods instructors to assure modeling of effective practice, monitoring of candidate progress, and the assessment of Credential candidate attainment of performance standards in reading, writing and related language instruction.

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SECTION II: Qualifications and Role Expectations

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Qualification Criteria for School Sites, School Site Partners and Cooperating Teachers Selection of school sites, school site partners and Cooperating Teachers is done through collaborative efforts between the Director of Professional Field Experiences, Program Coordinators, University Supervisors and local school administrators. Sites are selected based on the following criteria a) School-site staff are involved in staff training activities on a continual basis school curriculum and teachers practices whose instructional approaches and strategies are balanced, comprehensive, and consistent with current research as reflected in state policy. b) Student population provides variety for Teacher Candidates such as age, gender, ethnicity, language, special needs and socioeconomic backgrounds c) District personnel, school-site administrators and teachers are willing to work cooperatively with University Supervisors and Teacher Candidates d) Teachers are willing to attend university trainings such as co-teaching and Cooperating/Master Teacher workshops. e) Area, location and size of sites meet current Teacher Candidate needs f) Data from sources such as Educational Research, Academic performance index and Fresno State Cooperating/Master Teacher data bases are also considered. California State University, Fresno also follows selection criteria as described in CCTC Standards for the Preparation of Teaching Credential Candidates for Reading, Writing and Related Language Instruction in English. The University provides adequate resources to staff reading and language arts courses, including sufficient numbers of positions (including permanent positions) for instructional faculty and field supervisors, and provides sufficient resources to build communication and cooperation between faculty members, school district personnel and classroom teachers that reinforce connections between coursework and field experiences pertaining to reading and language arts instruction. Using the established criteria for selection of sites and the qualifications for Cooperating/Master Teachers, the Director of Professional Field Experiences and/or her designee (University Supervisor) work through the on-site administrator to finalize assignments and procedures for orientations. Teacher Candidates are not assigned to schools in which their children are enrolled or those in which family members are employed. Cooperating/Master Teachers are encouraged to attend a Cooperating/Master Teacher Training Workshop at the university every year in the fall.

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California State University, Fresno Kremen School of Education and Human Development Multiple Subject/Special Education Credential Program EHD 174 Qualifications and Role Expectations University Supervisor: Phone:

Fresno State Email:

Qualifications for School Site Partners for EHD 174/174ECE Positive, enthusiastic teacher with an appropriately managed classroom who is willing to share their classroom and students with 1-5 Teacher Candidates two afternoons a week. Qualifications for School Site Partners for EHD 174ECE Reading demonstration teachers: Positive, enthusiastic teachers with experience and expertise in reading strategies that are taught in the LEE173ECE reading course, (Teaching Literacy and ELD in Grades 4-8). Provide a model demonstration lesson and then have a brief discussion with the Teacher Candidates. Reading and math tutoring: willingness to share their students with Teacher Candidates for individual and/or small group work. Role Expectations of School Site Partners for EHD 174/174ECE 1. Helps Teacher Candidates develop the skills and knowledge needed for successful teaching. 2. Retains the legal responsibility for the classroom and the playground at all times. 3. Teacher Candidates are not permitted to serve as substitute teachers during any of the days they are on duty. 4. Introduces and acquaints the Teacher Candidates with school and classroom management procedures, including the dress code, specialized programs, library resources, technology, state and/or district frameworks, content standards, disciplinary and emergency procedures. a. ECE only: Assigned and gives the Teacher Candidates blocks of time on Wednesday afternoon to work with a student or a small group of students teaching reading/language arts. Identifies the reading language arts materials available at the school site. 5. Assigns and gives the Teacher Candidates blocks of time ½ hour a week to work with a student or a small group of students to complete literacy assignments. The other 5 1/2 hours can be spent tutoring individuals or working with students in small groups. 6. Identifies the reading language arts materials available at the school site. Note: The teacher candidate is responsible for completing the course competencies and the university supervisor is responsible for reviewing and verifying that they have been completed. 24

7. Assists the Teacher Candidates in identifying appropriate social studies content standards and materials to be used in a coordinated three week series of lessons using social studies content. 8. Allots time for the Teacher Candidate to teach a three week series of lessons using social studies content. 9. Provides feedback to the University Supervisor as needed.

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California State University Fresno Kremen School of Education and Human Development

Qualifications and Role Expectations Cooperating/Master Teachers University Supervisor: Phone:

Fresno State Email:

Qualifications for Cooperating/Master Teachers When identifying classroom teachers to supervise Fresno State teacher candidates during their student teaching, the institution confers with district personnel, carefully analyzes their pedagogical practices and selects teachers whose instructional approaches and strategies are balanced, comprehensive, and consistent with current research as reflected in state policy. 1. Teachers who supervise candidates' field experiences have had academic preparation, successful experience in teaching appropriate curriculum subject(s) and have remained current with changes in the profession and the student population. Cooperating Teachers are highly qualified, credentialed teachers with 3 or more years of classroom experience as a practicing classroom teacher to provide the best possible role model for Teacher Candidates. 2. Cooperating Teachers demonstrate generally-accepted positive leadership qualities, such as intelligence, good oral and written communication skills, acceptance of multiple alternative solutions to complex problems, decisiveness, clarity of vision, and well-developed interpersonal skills and sensitivities. 3. Cooperating Teachers are able to collaborate effectively with adults and ask the right questions of beginning teachers in order to stimulate their growth and independence. Having a knowledge base about accepted practice is important for Cooperating Teachers, but a big part of a Cooperating Teacher’s job is to stimulate independence. Raising questions is an important part of the learning process, and it should help both the Teacher Candidate and the Cooperating Teacher. 4. Cooperating Teachers are receptive of Teacher Candidate’s use of a variety of methods and encourage them to develop their own style of teaching. Co-teaching is encouraged. 5. Cooperating Teachers emphasize the principles of continuous learning and reflection. Cooperating Teachers play an important role in modeling desirable attitudes and values, as well as in helping newcomers to understand specific practices. For example, Cooperating Teachers should be current in their knowledge of the subject matter, California State Frameworks, California Standards for the Teaching Profession, Common Core Standards and district guidelines. They should be current in the latest teaching methodologies and be involved in curriculum development. In addition, active participation in school-related activities and committees is expected. 6. Cooperating Teachers acquaint the Teacher Candidates with the everyday survival skills in the teaching profession. It is important that a beginning teacher learn the expectations and responsibilities of a teacher at a school site. Not only is it a critical skill that will enable a teacher to accomplish his/her professional and school goals, but also a genuine survival skill. 26

Role Expectations of Cooperating/Master Teachers Helps a Teacher Candidate to develop the skills and knowledge needed for successful teaching. 1. Retains the legal responsibility for the classroom and the playground at all times. Teacher Candidates should accompany Cooperating Teachers on bus duty, lunch duty and yard duty but should not serve as a substitute for their Master Teacher. 2. EHD 178/EHD 178ECE/EHD 110D/SPED 171/172 Teacher Candidates are not permitted to serve as substitute teachers during any of the days they are on duty as student teachers.

3. EHD 170/EHD 170ECE/SPED 175/176 Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Extenuating circumstances (e.g., longterm substitute opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and Program Coordinator. Approval will only be granted if all course requirements have been met, recommendation from the supervisor and the time frame falls in the last 4-6 weeks of the semester. 4. Introduces and acquaints the Teacher Candidate with school and classroom management procedures including the dress code, child abuse reporting, incident reports, specialized programs, library resources, technology, state and/or district frameworks, content standards, disciplinary and emergency procedures. 5. Models effective teaching methods for a given school subject before asking Teacher Candidate to teach the subject. 6. Assigns responsibilities to the Teacher Candidate and assists the Teacher Candidate in meeting competencies. 7. Arranges for the Teacher Candidate to attend grade level and or Professional Learning Communities, Student Study Team/IEP, faculty, parent/school meetings and to participate in parent conferences when applicable. 8. Arranges a weekly planning period with the Teacher Candidate. Discusses and plans for opportunities for Co-teaching. Gives continuous feedback to the Teacher Candidate- both written and verbal. Uses effective questioning strategies to help the student become skillful in selfassessment and goal setting. Maintains communication with the University Supervisor regarding the student’s progress. 9. Arranges for the Teacher Candidate to have ample teaching opportunities in a variety of subjects. The Teacher Candidate should plan and resume all classroom duties for at least two weeks (EHD 170/EHD 170ECE) and three weeks (SPED 175/176). 10. Reviews all lesson plans of Teacher Candidate at least one day prior to teaching. 11. Changes the class schedule when necessary to facilitate the observation of the Teacher Candidate by the University Supervisor. 12. Agrees to complete required Mid Semester and Final Assessment/Goal Setting forms at a designated date set by the University Supervisor. Participates in a mid-semester meeting with Teacher Candidate and University Supervisor and final evaluation conference with the Teacher Candidate. When assessing the Teacher Candidate, account is taken of the student’s stage as a beginning teacher. Gives input regarding course credit to the University Supervisor. A letter of reference is optional. 13. Informs University Supervisor of Teacher Candidate’s absences, inappropriate dress or concerns regarding professionalism.

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California State University Fresno Kremen School of Education and Human Development Multiple Subject/Special Education Credential Program Role Expectations of Principals/School Site Administrators University Supervisor: Phone:

Email:

Role Expectations of School Principals 1. Works with the Director of Professional Field Experiences and the University Supervisor to assign Teacher Candidates a School Site Partner or Cooperating/Master Teacher. 2. Holds an orientation meeting to acquaint the Teacher Candidate with: a. School and community demographics b. School/district policies and philosophies c. School site facilities, staff and resources d. School dress code e. Parking f. Sign in and identification g. Procedures for emergencies, reporting accidents, child abuse, sexual harassment, appropriate/inappropriate touching and interactions, discipline and bullying NOTE: The legal responsibility for the classroom and the playground remains with the paid employees. Teacher Candidates should accompany Cooperating Teachers on bus duty, lunch duty and yard duty but should not serve as a substitute for their Master Teacher. Substitute Teaching EHD 174, EHD 174ECE, EHD 178, EHD 178ECE, EHD 110D and SPED 171/172 Teacher Candidates are not permitted to serve as substitute teachers during any of the days they are on duty as Teacher Candidates. EHD 170, EHD 170ECE and SPED 175/176 Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute opportunity) must be discussed with and approved by the Director of Professional Field Experiences (278-0257) or Program Coordinator and University Supervisor. Approval will only be granted if all course requirements have been met, recommendation from the supervisor and the time frame falls in the last 4-6 weeks of the semester.

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Qualifications and Role Expectations for University Supervisors The University Supervisor is a faculty member of the Kremen School of Education and Human Development. S/he is assigned Teacher Candidates by the Director of Professional Field Experiences. The supervisor has access to office space in the Education Building but is generally visiting or meeting with student teachers at their assigned school sites. Serving as a liaison between the University and cooperating schools, s/he provides the schools with information about Teacher Candidates and the program. In turn, s/he communicates the cooperating schools’ suggestions and needs to the University for the improvement of the teacher education program. Experience as a public school teacher in the area in which they are supervising student teachers; a master’s degree or higher; training in supervision; good communication skills; ability to articulate the University’s philosophy of teacher education; and knowledge of current curriculum methods and practices are required.

EHD 174 / EHD 174ECE Role Expectations of University Supervisors 1. Works collaboratively with the Director of Professional Field Experiences and principal to make classroom assignments. 2. Meets with School Site Partners to go over competencies and discuss expectations. 3. Makes weekly visits to the school site for the purpose of meeting with School Site Partners, visiting/observing students, holding scheduled seminars. 4. Maintains communication with Teacher Candidates, School Site Partners, and school principal/designee throughout the semester. 5. Assists the Teacher Candidate with meeting the competencies. Reviews lesson plans and responds to mid semester and final reflections. 6. May observe and will verify with the School Site Partner that the Teacher Candidate has implemented and documented completion of the Phase I, Field Study A, Competencies for Literacy Development. Documentation of these competencies will be collected and signed off by the LEE 173/173ECE/177/177ECE instructor. 7. Objectively evaluates the successful completion of all EHD 174/EHD 174 ECE competencies and the student teaching experience. Assigns a CR/NC grade. 8. Submits required documentation to the Office of Professional Field Experiences at the end of the semester.

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Role Expectations of University Supervisors EHD 178/178ECE/110D and SPED 171/172 1. Works collaboratively with the Director of Professional Field Experiences and principal/designee to confirm classroom assignments. 2. Meets with Cooperating Teachers for an orientation to go over competencies, discusses expectations and Co-Teaching. 3. Holds group and or individual small group discussions to review the California Standards for the Teaching Profession, Teacher Performance Assessments, and other pertinent topics throughout the semester. 4. Makes weekly visits/contacts to the school site for the purpose of meeting with Teacher Candidates, Cooperating Teachers, Administrators/designee, visiting/observing Teacher Candidates, holding small group or individual discussions, etc. 5. Maintains communication with the Teacher Candidate, Cooperating Teacher and the school principal/administrator throughout the semester. 6. Reviews lesson plans and responds to reflections on a regular basis. 7. Observes Teacher Candidate teaching some of the LEE 177/177ECE competencies for Literacy Development and gives feedback on implementation. These competencies are assigned and verified by the LEE 177/177ECE instructor. 8. Uses his or her experience and knowledge to assist the student in understanding and applying current teaching methods, related materials and resources. 9. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment and goal setting. 10. Completes (in writing) a minimum of three formal lesson observations and provides documentation of contact for each Teacher Candidate under their supervision (EHD 178/EHD 178 ECE). EHD 110D supervisors also complete one formal observation in the special education placement setting. For SPED 171/172, a minimum of 4 formal observations are required. 11. Collaborates and participates in a mid-semester and final evaluation meeting with the Cooperating/Master Teacher and Teacher Candidate. 12. Verifies the completion or lack of 50% of the competencies at mid semester. 13. Observes a Teacher Candidate’s site visitation project including a meeting to review and assess the observation with the Teacher Candidate (EHD 178, EHD 178ECE & EHD 110D). 14. Assists the Teacher Candidate with meeting the competencies, verifies/signs off the successful completion of competencies and objectively evaluates the successful completion the student teaching experience. Assigns a CR/NC grade or Letter Grade (SPED 171/172). 15. Submits copies of required documentation to the Office of Professional Field Experiences at the end of the semester. .

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Role Expectations of University Supervisors Final Student Teaching EHD 170, 170ECE, 160A, 160B and SPED 175/176 1. Works collaboratively with the Director of Professional Field Experiences and principal/designee to confirm classroom assignments. 2. Meets with Cooperating Teachers for an orientation to go over competencies and discusses expectations and Co-Teaching. 3. Holds group and or individual small group discussions to review classroom management, Literacy Competencies, Teacher Performance Assessments, and other pertinent topics throughout the semester. 4. Makes weekly visits to the school site for the purpose of meeting with Teacher Candidates, Cooperating Teachers, Administrators/designee, visiting/observing Teacher Candidates, holding small group or individual discussions, etc. 5. Maintains communication with the Teacher Candidate, Cooperating Teacher and the principal/administrator throughout the semester. 6. Reviews lesson plans and responds to reflections on a regular basis. 7. Uses his or her experience and knowledge to assist the student in understanding and applying current teaching methods, related materials and resources. 8. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful in continuous self-assessment and goal setting. 9. Observes the Teacher Candidate in a variety of curriculum areas, providing time for reflection with the Cooperating Teacher and Teacher Candidate. Facilitates planning for Teacher Candidate to assume all responsibilities of the classroom for two weeks (EHD 170, 170ECE, 160A, 160B) and three weeks (SPED 175/176). 10. Completes in writing a minimum of five formal lesson observations (at least one from Teaching Sample Project) and regular documentation of contact for each Teacher Candidate under their supervision. 11. Participates in a mid-semester evaluation meeting with the Cooperating Teacher and Teacher Candidate. 12. Verifies the completion or the lack of 50% of the Holistic Proficiency Project competencies at mid semester (EHD only). Progress towards completion: The goal of 50% completed by end of week 8. 13. Collaborates with the Cooperating/ Master Teacher in completing the final evaluation form. Final evaluation meetings with the Cooperating/Master Teacher, Teacher Candidate and University Supervisor to review this form will be scheduled as needed. 14. Assists the student with meeting the competencies, verifies/signs off the successful completion of competencies and objectively evaluates the successful completion of the student teaching experience. Assigns a CR/NC grade or Letter Grade (for SPED 175/176). 15. Submits copies of documentation as outlined in end of the semester checklist to the Office of Professional Field Experiences at the end of the semester.

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National Association of the Education of Young Children INITIAL STANDARDS: 2010 Standard 1. Promoting Child Development and Learning Key elements of Standard 1 1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8. 1b: Knowing and understanding the multiple influences on early development and learning. 1c: Using development knowledge to create healthy, respectful, supportive and challenging learning environments for young children. Standard 2. Building Family and Community Relationships Key elements of Standard 2 2a: Knowing about and understanding diverse family and community characteristics. 2b: Supporting and engaging families and communities through respectful, reciprocal relationships. 2c: Involving families and communities in young children’s development and learning. Standard 3. Observing, Documenting and Assessing to Support Young Children and Families Key elements of Standard 3 3a: Understanding the goals, benefits and uses of assessments – including its use in development of appropriate goals, curriculum and teaching strategies for young children. 3b: Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments. 3c: Knowing about and using observation, documentation and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection. 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology for children with disabilities. Standard 4. Using Developmentally Effective Approaches Key elements of Standard 4 4a: Understanding positive relationships and supportive interactions as the foundation of their work with young children. 4b: Knowing and understanding effective strategies and tools for early education, including appropriate uses of technology. 32

4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches. 4d: Reflecting on own practice to promote positive outcomes for each child.

Standard 5. Using Content Knowledge to Build Meaningful Curriculum Key elements of Standard 5 5a: Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science; physical activity, physical education, health and safety; and social studies. 5b: Knowing and using the central concepts, inquiry tools and structure of content areas or academic disciplines. 5c: Using own knowledge, appropriate early learning standards, and other resources to design, implement and evaluate developmentally meaningful and challenging curriculum for each child.

Standard 6. Becoming a Professional Key elements of Standard 6 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other early childhood professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice; using technology effectively with young children, with peers and as a professional resource. 6d: Integrating knowledgeable, reflective and crucial perspectives on early education. 6e: Engaging in informed advocacy for young children and the early childhood profession

Standard 7. Early Childhood Field Experiences Key elements of Standard 7 7a: Opportunities to observe and practice in at least two of the three early childhood age groups (birth – age 3, 3-5, 5-8) 7b: Opportunities to observe and practice in at least two of the three main types of early education setting (early school grades, child care centers and homes, Head Start programs)

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SECTION III: Professional Ethics

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California State University, Fresno Kremen School of Education and Human Development Office of Professional Field Experiences

Teacher Candidate Code of Ethics 1. All information that the Teacher Candidate receives about students, paretnin his/her class or school is to be kept confidential. Confidentiality includes all forms of communication including electronic forms such as email, text messages, blogs, Twitter, Facebook, etc. 2. A Teacher Candidate’s main focus should be with what is being achieved with the students rather than with the impressions being made on the Cooperating Teacher or University Supervisor. 3. The Teacher Candidate should maintain the dignity necessary to gain the respect of his/her students. 4. The Teacher Candidate should show enthusiasm concerning the learning experiences being developed with students. 5. The Teacher Candidate should be respectful and courteous to all students. 6. The Teacher Candidate should consider himself a member of the community in which s/he is teaching and act accordingly. 7. Disciplinary measures used by the Teacher Candidate should conform to the instructions of the supervising/cooperating teacher. 8. The Teacher Candidate must be an example to his/her students in every way - physically, mentally, and ethically. 9. The Teacher Candidate should be interested in and be ready to assist with the improvement of the class as if it were his/her own. 10. The Teacher Candidate must realize that each student is an individual and must take into consideration individual abilities, interests, and capacities for learning. 11. The Teacher Candidate must be completely impartial in dealing with students and must constantly strive to be fair while judging students’ actions. 12. The Teacher Candidate should refrain from imposing his/her religious or political views upon his students and should exhibit a broadminded, tolerant attitude toward other groups and individuals. 13. The Teacher Candidate is a guest at the assigned school site. It is expected that the Teacher Candidate model exemplary professional behavior at all times. Adapted from: Donald M. Sharpe, A Brief Guide to Secondary Student Teaching, Indiana State University, Terre Haute, Indiana, 1970, p. 24.

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California State University, Fresno Kremen School of Education and Human Development Office of Professional Field Experiences

Confidentiality of Student Records It is important to understand that the confidential records of others represent a highly sensitive area. In recognition of this sensitivity, the United States Congress passed the Family Educational Rights and Privacy Act of 1974, which made explicit the principles of confidentiality, which are summarized here. The communication of confidential information to another person, except within the authorized educational framework, is a violation of individual rights which have legal protection and may lead to serious consequences. Teacher Candidates are advised that they are not to discuss information derived from the educational records of students with anyone except authorized personnel including the responsible instructors, concerned administrative or individuals responsible for pupil personnel or health services. The use of actual confidential information concerning students for discussion in university classes, whether or not the students are individually identified, may also constitute a violation of privilege and should be handled with extreme caution. It is an established legal principle that access to the records of another person may be necessary for individuals in certain types of positions in order for them to do their job. However, in granting such privilege, the courts have consistently imposed a strict duty on those to whom privilege is granted to protect the confidentiality of the information to which they have access. Although Teacher Candidates may be permitted access to certain student records under responsible control, care must be taken to protect the confidentiality of any and all information contained in such records. As a Teacher Candidate, you will at times have access to student information such as test scores, teacher reports, or even verbal comments. All such information comes under the Family Educational Rights and Privacy Act of 1974 which protects its confidentiality. Therefore, without belaboring the technicalities of this Act, Teacher Candidates would be advised to protect themselves against violation of the Act as well as the tenets of professional ethics by observing the following principles: 1. Treat all knowledge of students in strictest confidence. 2. Discuss student information only with your Cooperating Teacher and ask him/her what you may or may not do with any information. 3. Do not participate in a discussion verbally or electronically of students in the teachers’ room, in front of staff, parents or anywhere outside of the classroom. 4. Guard carefully any records entrusted to you, such as grade books, rosters of test scores, etc. Do not leave them where they might get out of your possession.

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SECTION IV: Procedures for Teacher Candidate Remediation/Reassignment/Dismissal

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Procedures for Teacher Candidate Remediation/Reassignment/Dismissal In certain situations, a Teacher Candidate may need to be remediated, reassigned, or dismissed from student teaching. Difficulties may include: personality conflicts, conflicting expectations, excessive absences, inadequate performance, breach of professional ethics and insurmountable discipline problems. The following outlines procedures for remediation, reassignment, and dismissal: A meeting will be held with the Teacher Candidate, Cooperating/Master Teacher, and University Supervisor. The Director of Professional Field Experiences, Program Coordinator, Faculty Advisor, and the site principal will be notified and may be asked to attend. Remediation, reassignment, or dismissal will be discussed. REMEDIATION 1. A plan of assistance meeting will be held with the Teacher Candidate, Cooperating/Master Teacher, and University Supervisor. The Director of Professional Field Experiences, Program Coordinator, Faculty Advisor, and the site principal will be notified and may be asked to attend. Remediation will be discussed. 2. The Plan of Assistance will be prepared by the University Supervisor, in consultation with the Cooperating/Master Teacher. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the plan. Copies of all evaluations, Teacher Performance Assessments, weekly block plans, competency logs, lesson plans or any pertinent paperwork are attached to the report. Copies will be given to all concerned parties. 3. The University Supervisor, in consultation with the Cooperating/Master Teacher, will document the Teacher Candidate’s progress toward identified area(s) of concern. The University Supervisor will conduct a weekly formal observation and evaluation. A conference to review progress will be conducted, as stipulated in the Plan of Assistance. 4. The final responsibility for the assignment of a course grade lies with the University Supervisor. 5. This process will not be extended beyond the term of the California State University, Fresno semester. REASSIGNMENT 1. A reassignment meeting will be held with the Teacher Candidate, Cooperating/Master Teacher, and University Supervisor. The Director of Professional Field Experiences, Program Coordinator, Academic Advisor, and the site principal will be notified and may be asked to attend. Reassignment will be discussed. 2. A Reassignment Form will be prepared by the University Supervisor, in consultation with the Cooperating/Master Teacher and the Director of Professional Field Experiences/Coordinator. This form will state the reasons for reassignment, including supporting documents, as well as expectations for success in the next field placement experience. 40

DISMISSAL 1. If a Teacher Candidate is asked by school site personnel to be removed from his/her classroom placement and or school site, the teacher candidate will immediately stop all contact with anyone at the school site. A joint conference will be held with the Director of Professional Field Experiences and/or Program Coordinator, University Supervisor, and Teacher Candidate at the University. 2. A dismissal meeting at the school site can be held whenever necessary. It will be held with the Teacher Candidate, Cooperating/Master Teacher, and University Supervisor. The Director of Professional Field Experiences, Program Coordinator, Academic Advisor, and the site principal will be notified and may be asked to attend. Dismissal will be discussed. 3. A Dismissal Form will be prepared by the University Supervisor, in consultation with the Cooperating/Master Teacher and the Director of Professional Field Experiences/Coordinator. This form will state the reasons for dismissal, including supporting documents. 4. Dismissal from a field placement will result in “No Credit” (NC) for the course. If the teacher candidate wishes to continue in the program and repeat the course, a Special Consideration form is required. This form, available, on the KSOEHD website, must be completed and turned into ED 100 by the first day of registration for the following semester. The Special Consideration Committee will review all requests, make a decision, and inform the teacher candidate within one month after registration has begun. If necessary, a second Special Consideration meeting will be held one week before the first day of the semester. 5. Students who receive a grade of “No credit” (NC) a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. 6. If the Teacher Candidate believes the NC grade has been assigned unfairly, information may be obtained pertaining to the University’s policy and procedure for protesting a final grade in the Office of Advising Services, Joyal Administration, Room 224.

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Candidate Plan of Assistance Complete the following Plan of Assistance if a teacher candidate has demonstrated minimal or no progress toward Teacher Performance Expectations/Assessments or California Standards for the Teaching Profession (for lesson observations). Please refer to the process delineated above for additional actions, if the plan does not result in a satisfactory outcome for the teacher candidate. If necessary, complete a ‘Candidate Reassignment/Dismissal’ Form (on the following page). Teacher Candidate Name:

Date:

Supervisor Name:

Course:

Concern (TPE or CSTP Area; or Disposition)

Signed Teacher Candidate Signed Cooperating/Master Teacher

Action (List steps to remedy concern)

Resources needed to support teacher candidate

Review Date

Comments regarding progress or outcome

Signed_____________________________________________ University Supervisor Signed _____________________________________________ Program Coordinator/ Advisor/ Director of Field Placements

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Candidate Reassignment/Dismissal Form Date

Time

Teacher Candidate

Place I.D.#

Cooperating/Master Teacher University Supervisor Principal /School

This conference is taking place because, in the opinion of the Cooperating/Master Teacher and/or Principal, and the University Supervisor, , has shown insufficient progress or lack of improvement in remediation Teacher Candidate of the concerns recorded on the Plan of Assistance form and discussed at the meeting held on ___________, Date or was asked to leave the field placement school site by a school or district administrator. You are being officially notified that you will be: ____

Reassigned to a new field placement site

_____

Removed from your field placement and receive No Credit for the course

for the following reasons (summarize concerns and attach supporting documents, as needed):

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OPTIONAL: In order to be prepared for and successful in your next field placement experience, you must meet the following expectations:

Teacher Candidate Response:

Signatures: ________________________________________________ Teacher Candidate

____________________ Date

________________________________________________ University Supervisor

____________________ Date

________________________________________________ Cooperating/Master Teacher

____________________ Date

________________________________________________ Director of Professional Field Experiences/Coordinator

____________________ Date

Copy to be provided to Teacher Candidate and Cooperating/Master Teacher. Supervisor will retain original.

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SECTION V: EHD 174/174ECE: Field Study A

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EHD 174: Field Study A Syllabus Course Description: EHD 174 is a supervised field experience in a grade 4-8 classroom. It is the first in a sequence of three field placements preparing Teacher Candidates to teach in culturally and linguistically diverse classrooms. EHD 174 requires a minimum of 6 hours a week over two afternoons, plus seminars/lab times to be announced. Seminars will be called both during and beyond the school day for specialized training from district trainers and/or university faculty. Additional time with students will be necessary for completing the assignments in all the Phase 1 courses.

Multiple Subject Program Requirements: This course is a required course in Phase 1 of the Multiple Subject Program. Field Study A must be taken concurrently with LEE 173, Teaching Reading and Social Studies in Grades 4-8. Field Study A. (CI 171, LEE 172, LEE 173 and EHD174A).

Prerequisites: Admission to the Multiple Subject Credential Program. CI 100, CI 171, LEE 172, (or concurrent enrollment). Concurrent enrollment in LEE 173. Course Information Units: 2 Time: 11:30-2:30, Tu/Th + Seminars as Required Location: School Site Website

Instructor Name Office Number Email Telephone Office Hours

Required Texts and Instructional Materials:      

Field Work Handbook - Kennel Bookstore or online Candidates will be required to access Blackboard for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband (https://www.unwiredbb.com/). California Standards Teaching Profession booklet (receive at orientation-Lab Fees) Fresno Assessment of Student Teachers, FAST (receive at orientation on Task Stream or the Kennel Book Store) Red three ring binder with dividers Register for Task Stream: $69.00= 2 years (Dual); $67.00 = 3 semesters; $42.00 = calendar year; $25 = each semester

Primary Learning Outcomes: The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning.

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Teacher Candidates will demonstrate the ability to strategically plan, schedule and deliver reading instruction incorporating the following: (CCTC 3e, 7A, 13a; TPE 1; RICA 2, 3, 5, 6, 8, 12, 14; NCATE 1.1)  Word analysis  Fluency systematic  Vocabulary development  Reading comprehension  Literacy response and analysis  Writing strategies and applications Written and Oral English Language conventions  Listening and speaking strategies and applications Teacher Candidates will demonstrate the ability to make reading and History/Social Science content accessible to all students through: (CCTC 4, 5a,f, 8a,c, 11c, 13a,f; TPE 4; RICA 6, 10, 12, 14; NCATE 1.3, 1.4)  Creating and adjusting lesson designs relative to students’ current level of achievement  Using instructional materials appropriately  Varying instructional strategies to enhance reading and comprehension over a variety of content texts and informational sources  Prioritizing and sequencing essential skills  Modeling active listening Teacher Candidates will demonstrate their ability to teach state-adopted content standards for students in History/Social Science by using analytical thinking to help teach temporal and spatial scale, historical periods, cultures, events and periods. To facilitate understanding of History/Social Science, candidates will learn to utilize: simulations, case studies, cultural artifacts, works of art and literature, cooperative projects and student research activities in their lessons. (TPE 1, 9; NCATE 1.1, 1.3) Teacher Candidates will demonstrate an understanding of the application of different teaching models in the classroom through observation and reflection. (CCTC 3e; TPE 9; NCATE 1.3) Teacher Candidates will demonstrate their understanding making content accessible to English Learners by incorporating SDAIE strategies into their Reading/Language Arts and Social Studies lesson plans. (CCTC 5f, 13f, TPE 7; NCATE 1.4) They will use materials, methods and strategies so that English language learners students acquire listening, speaking, reading skills and academic English. (CTC 12) Examinations and Major Assignments Schedule: Date Week 8 Week 11-13 Last Week of Instruction

Assignment Documentation for 50% of EHD 174 and Literacy Development competencies. Comprehensive Lesson Plan Project Exam All EHD 174 competencies as outlined in the EHD 174 Competency Log must be successfully completed and verified by the University Supervisor by the last day of instruction. 49

General Field Placement Policies Assignment completion: Course-related assignments may be drawn from students in your field placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of your field placement. Such interference may result in having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Grading: Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field assignment(s). The University Supervisor verifies competencies on a regular basis. Competencies are outlined in the Field Work Handbook. Satisfactory completion of all competencies including passing scores of 2 or above on the Comprehensive Lesson Plan Project Teaching Sample Project is required for credit in the course. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Retaking Field Placement Courses : Students who receive a ‘no credit’ grade in any field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. Their Plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. Their Plan of Assistance should be included. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who receive a grade of “No Credit” for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should 50

be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. The Professional Dress: The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained. Tentative Course Schedule: Field Study A requires Teacher Candidates to be at the assigned school site in the classroom with students a minimum of 6 hours over at least 2 afternoons, as well as scheduled seminars. Because school schedules vary, duty hours may be adjusted by the University Supervisors and School Site Partners. Seminars/Group Meetings or Individual Discussions: Small Group Discussions should allow the supervisor opportunities to present suggestions and to impart the experience that they have to their teacher candidates. These can be individual or group meetings. Week 1  Teacher Candidate Orientation/Induction/Ethics  Introduction of Supervisors Week 2-3  Task Stream Registration/ Dispositions Survey and Demographic Survey  Teacher Performance Expectations Activity  Co-Teaching  Classroom Management  Team Building Seminar  Social Studies Seminar  Supervisor Small Group Discussions Week 4  Principal Orientation at School Site  School Site Partner Orientation at School Site  Begin Placement Week 5-6  Small Group Discussion/Guided Observation Activity Week 7 or 8  Small Group Discussions  Mid Semester Self Reflection Goal Setting  Documentation for 50% of EHD 174 Field Study A competencies. 51



Give directions for Comprehensive Lesson Plan Project

Week 10-12  Small group discussions  Comprehensive Lesson Plan Project Test Scheduled Weeks 9-15  Social Studies/History Project implemented in the classroom Week 13-15  Final Self Reflection/Goal Setting  Supervisor Evaluation  School Site Partner Survey on Task Stream

Subject to Change: This syllabus and schedule are subject to change in the event of extenuating circumstances. University Policies Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in Madden Library 1049 (278-2811). Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. Instructors may require students to sign a statement at the end of all exams and assignments that “I have done my own work and have neither given nor received unauthorized assistance on this work.” If you are going to use this statement, include it here. Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and 52

Plagiarism) or the University Catalog (Policies and Regulations). Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence, papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of authorized absences due to university-sponsored activities, students should expect to submit their work to the instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework assignments. See grading policy in syllabus for additional information. When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from the university may be appropriate. Computers: "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page: http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf For copyright Questions & Answers: http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from 53

the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

Bibliography & Resources Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the elementary grades. Boston: Pearson. Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman. Clay, M. M. (2002). An observation survey of early literacy achievement. (2nd edition.). Portsmouth, NH: Heinemann. (C) Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann. Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann. Eggen, P. & Kauchak, D. (2004). Windows on classrooms, 6th ed., Columbus, OH: Merrill Prentice Hall. Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in school. New York: Simon & Schuster. Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.). Merrill/Prentice Hall. Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change. Orlich, D., Harder, R, Callahan, R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston: Houghton Mifflin. Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings. Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten through grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T) Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon. Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong.

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EHD 174A: Field Study A Seminar 1 UNIT L O C A TI ON

Instructor: Email:

I NS T RU C T O R

Andrea DaSilva-Perez [email protected]

CATALOG DESCRIPTION This seminar accompanies Field Study A to provide opportunities for candidates to investigate and discuss a variety of topics and strategies and to reflect on issues that surface during their student teaching experience. Credit / No Credit Grading Only. Prerequisite: Concurrent enrollment in EHD 174 or EHD 174ECE. COURSE OVERVIEW This seminar contributes to an effective student teaching experience through regular meetings of Multiple Subject teacher candidates to examine important topics related to teaching and working at a school site. Teacher candidates will have opportunities to observe and discuss effective strategies in a variety of areas such as teaching English Learners and to discuss the observations with their peers. They will also be able to share and discuss issues that surface during the student teaching experiences.

PRIMARY LEARNING OUTCOMES Candidates enrolled in EHD 174A will: 1. discuss topics related to planning, student engagement, classroom management, equity, assessment, instructional resources including electronic research tools that deliver lessons and enhance student learning (with a focus on history/social studies), professional and legal obligations, and other current issues and how they apply to the placement school site. (CTC 11) 2. analyze effective strategies including literacy across the curriculum. 3. collaborate on possible solutions to issues related to the working with individuals and small groups of students in a classroom. 4. address the California Standards for the Teaching Profession and Teacher Performance Expectations/Assessments. COURSE READINGS AND MATERIALS  Multiple Subject Credential Program Student Teaching and Internship Handbook  Fresno Assessment of Student Teacher: A Manual for Teacher Candidates  Additional Readings (as assigned)

55

ASSIGNMENTS The following will be completed by students enrolled in EHD 174A: PARTICIPATION Teacher candidates will actively participate in seminars related to teaching and connected to the student teaching experience. Participants will be expected to: (a) make contributions to discussions; (b) make connections to the classroom; (c) ask questions; (d) show sensitivity to people’s feelings and beliefs; (e) demonstrate a positive attitude; and, (f) demonstrate professionalism. SEMINAR REFLECTIONS AND EVALUATIONS Teacher candidates must complete a total of 4 written reflections and seminar evaluations on the topics identified by an asterisk in the course schedule. These reflections and evaluations must be submitted on Blackboard within one week of the date of the seminar. If these items are not submitted within one week, teacher candidates will need to complete the extra non-teaching assignments related to the topic, as described below in the Attendance Policy. The written reflections will be scored on a credit/no-credit bases based on the rubric below. Any reflection not rated acceptable on the rubric needs to be redone until deemed acceptable. [See p. 6 of syllabus for format for reflections, evaluations, and rubric.]

GRADING POLICY Your grade will be determined on the following basis: This is a credit no-credit course. In order to receive credit for this course, you must attend all seminars, complete 4 seminar reflections and evaluations, and receive credit for 4 seminar reflections and evaluations. Seminar reflections are graded on a credit no credit basis. To receive full credit for your reflections follow the grading rubric below and use the template provided on blackboard. All reflections must be submitted on Blackboard within one week of the date of the seminar. The seminar dates and due dates for your reflections are listed below. It is your responsibility to check blackboard periodically to review your current grade on your reflections. If you received no-credit for a reflection, check the comments box for suggestion on how to receive credit, and resubmit your paper to [email protected]. ATTENDANCE POLICY This is a credit no-credit course. For credit, students are expected to attend all scheduled seminars and participate in seminars. Students with excused absences (maximum of 2) will be assigned to a Saturday class to complete their makeup assignments. The date for Saturday class is listed below in the course schedule or on blackboard.

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Students who are excessively late (maximum of 2) to the seminars or late turning in their reflections or evaluations will complete a one page extra non-teaching assignment in addition to their seminar reflection.

TENTATIVE COURSE SCHEDULE This syllabus and schedule are subject to change in the event of extenuating circumstances. Check blackboard for the most updated schedule. If you are absent from class, it is your responsibility to check on announcements made while you were absent. Session

Topic

Date/Time/Location

1

Professionalism Orientation

TBA

2

Task Stream/Teacher Performance Expectations/Assessments

TBA

3*

Classroom Management (CTC 10)

TBA

4*

Team Building (CTC 10)

TBA

5**

Social Studies Resources and Pedagogy (CTC 11)

TBA

*Written reflection AND seminar evaluation required. **A written reflection AND seminar evaluation required for 2 of the sessions you attended.

Seminar sessions include a three-hour per topic format with the following areas of emphasis: Professionalism Orientation: Teacher candidates receive an overview of professional behavior expectations and ethics. Teacher Performance Expectations and Assessments: Teacher candidates learn how to utilize Task Stream and how to access resources to demonstrate teacher performance expectations and produce teacher performance assessments. *Classroom Management: Teacher candidates are introduced to classroom management strategies to develop rapport in classrooms and engage cooperation with individual students and with small group instruction. *Teambuilding: Teacher candidates participate in activities that promote the importance of professional collaboration in the program, school site teams, and elementary classrooms. **Social Studies Resources and Pedagogy: Teacher candidates are introduced to an overview of the elementary social studies standards. They learn about resources and pedagogy or teaching strategies for social studies.

UNIVERSITY POLICIES STUDENTS WITH DISABILITIES Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811). 57

HONOR CODE “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. CHEATING AND PLAGIARISM "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). COMPUTERS "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." DISRUPTIVE CLASSROOM BEHAVIOR "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live. Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." COPYRIGHT POLICY Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to 58

copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its Copyright Web Page (http://csufresno.edu/library/information/copyright/). Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

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Seminar Reflection Seminar Session: Presenter: Date:

Describe two concepts learned: (Minimum: 100 words) How may you apply the concepts in your field course? (Minimum: 100 words) What questions do you have on the topic? (Minimum: two questions)

Seminar Evaluation Seminar Session: Presenter: Date:

What were the highlights of this presentation? What areas of the topic would you like more information? Additional Comments/Suggestions for the Presenter: Overall Rating: Excellent Good

Fair

Poor

Impact on Your Student Teaching Experience: Very Helpful Helpful Somewhat Helpful

Not Helpful

Rubric No Credit

Credit

Developed a substandard written reflection which:

Developed a strong written reflection of at least 100 words which effectively:

a.) Described one (1) concept that was learned from the seminar. b.) Described how the learned concept could be applied in the classroom. c.) Demonstrated a below-proficient command of writing mechanics by developing a reflection with 4 or more grammatical, spelling or punctuation errors.

a.) Described two (2) or more concepts that were learned from the seminar. b.) Described specific examples how the concepts could be applied in the classroom. c.) Demonstrated a proficient command of writing mechanics by developing a reflection with minimal (3 or less) grammatical, spelling or punctuation errors.

d.) Used different format or template d.) Used template provided on blackboard.

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California State University, Fresno Kremen School of Education and Human Development

EHD 174/174ECE: Field Study A Competency Log Name

Semester

School Site Partner

Grade Level

School

District

University Supervisor Student I.D. Number EHD 174/174ECE FIELD STUDY A COMPETENCY LOG The purpose of this log is to document the successful attainment of competency in various teaching activities. The Teacher Candidate is responsible for documentation of these competencies. Upon completion of all the competencies and the verification of that completion, the log will be collected by the University Supervisor and filed in the Teacher Candidate’s program file. Certification of Competency Based on the accompanying Teacher Candidate’s Competency assessments, I/we recommend: _____ The Teacher Candidate engaged in implementing Reading/Language Arts competencies and a case study in the classroom (LEE 173). _____ The Teacher Candidate demonstrates use of oral and written language that is clear, concise, consistent, and easily understood by students with varying linguistic ability. _____ The Teacher Candidate models exemplary professional behavior and dress. _____ The Teacher Candidate is ready to progress to Phase 2, Field Study B

_____ Although the Teacher Candidate evidences some significant weaknesses at this point in the semester, s/he should be allowed to progress to Phase 2, Field Study A with the understanding that continued improvement is required. _____ The Teacher Candidate has not developed the competencies necessary to progress to Phase 2, Field Study B.

School Site Partner

Teacher Candidate

____ University Supervisor

Date

_____

_____ 61

Written documentation as well as the signature of the University Supervisor is required to verify completion of the EHD 174 competencies. It is the Teacher Candidate’s responsibility to initiate and follow through with these assignments. These competencies can be documented by completing competency documentation forms or lesson plans with reflections. University Supervisors are responsible for reviewing all documentation and giving feedback on lessons they see taught. Supervisor’s Signature

Competency

1. Guided Classroom Observation Activity: Look for the classroom procedures on the list and make notes on as many as you see. Be prepared to share with your classmates. Choose 5 of these procedures you have observed and discussed. Explain why you think each one of these would be appropriate in the classroom. Documentation: Notes and written explanations. Max. 2 pages 2. Describe a specific incident in which you established a positive professional rapport with students in your classroom. Explain why it would benefit instruction. Documentation: Description and Explanation 1-2 pages 3. Identify 3-4 instructional materials, methods, and strategies for addressing English Learners that you have used while working with a case study student or tutoring students in your classroom. Include an explanation and justification (example- ELD proficiency Level) for each identified strategy. Reflect on your skills as a teacher. The reflection should include evidence of the effect the implementation of these strategies had on student learning. Documentation: Description and Explanation 1-2 pages (CTC 12) 4. Teacher Candidate worked in a team to collaboratively plan and implement a pre assessment, a sequence of 8 lessons (2 per student) applying strategies learned in the Teaching Content Reading/Social Science course and Social Science Seminars (CCTC 5 c-f, 8A (c), 11a, 12d, 13b; TPE 1 SS; NCATE 1.6 Collaboration), a post assessment, and an analysis of individual and group results. Computer application is used in documentation: pre assessment, 2 individual lesson plans with individual reflections, post assessment and group reflection. (CTC 11) 5. Orientation/Professionalism and Ethics for Educators (NCATE 1.6 Professional Ethics) 6. Team Building Seminar (NCATE 1.6 Collaboration) (CTC 10) 7. Classroom Management Seminar (CTC 10)

____________

8. Complete Dispositional Survey and Demographic Survey on Task Stream 9. Teacher Performance Expectations Seminar 10. Teaching History/Social Science to the content standards using cultural artifacts, works of art, literature, cooperative projects, case studies, student research activities and simulations seminar (NCATE 1.6 Critical Thinking) 11. Teacher Performance Assessment Comprehensive Lesson Plan Project with a score of 2 or above. (TPA 1, 4, 6, 7, 9; NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Score of 2 or above.

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Direct Instruction Lesson Plan EHD 174

Name

I.D. #

Date Grade Level

Subject School

Competency#

University Supervisor’s Signature

Cooperating/Master Teacher’s Signature

Materials

Time

K-12 Academic Content Standard/Common Core State Standards California Standards for the Teaching Profession Co-Teaching Strategy Objective

Set

Input/Procedures

Guided Practice

Closure/Independent Practice

Assessment Plan

Adaptations/modifications for Focus Student 1:

Adaptations/modifications for Focus Student 2:

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Written reflection (after the lesson has been taught)

What went well? (strengths/successes of lesson)

Did all students meet the learning objective? What evidence do you have to support this?

Would you teach this lesson again the same way or change it to make it more effective? What changes would you make and why?

How did you integrate co-teaching strategies into this lesson?

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EHD 174 - FIELD STUDY A

Mid Semester Self Reflection/Goal Setting Teacher Candidate

I.D.#

Date 1.

Teaching Strengths:

2.

Circle Competencies Completed: EHD 174:

1 2 3 4 5 6 7 8 9 10 11

LEE 173:

1 2 3 4 5 6

Task Stream 3.

4.

Pre-dispositional Survey

Goals:

Supervisor Comments:

University Supervisor Signature: Teacher Candidate Signature: 65

EHD 174 - FIELD STUDY A

Final Self Reflection/Goal Setting Teacher Candidate

I.D. #

Date 1.

Teaching Strengths:

2.

Circle Competencies Completed: EHD 174 1 2 3 4 5 6 7 8 9 10 11 LEE 173 1 2 3 4 5 6 Task Stream School Site Placement Survey Supervisor Evaluation

3.

4.

Goals:

Supervisor Comments:

University Supervisor Signature: Teacher Candidate Signature: 66

California State University, Fresno Kremen School of Education and Human Development Office of Professional Field Experiences

Teacher Candidate Information Sheet EHD 174/174ECE Semester/Year

School

School Site Partner

Name

ID Number

Telephone Number

Cell Number

Address Street

City

Zip

Email [email protected]

Undergraduate Major Graduate Major Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Outline your weekly schedule of classes ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Total Units this Semester On a separate page or the back side of this paper write a short summary of your background including the reasons you chose to become a teacher. Make copies for your School Site Partner and University Supervisor.

67

68

SECTION VI: EHD 178/178ECE/110D Field Study B

69

70

EHD 178/110D: Field Study B Syllabus Course Description: EHD 178 is a supervised field experience in a K-3 classroom. It is the second of three field placements preparing Teacher Candidates to teach in culturally and linguistically diverse classrooms, and the first for students in the Special Education Credential Program. EHD 178 requires a minimum of 12 hours a week (mornings), plus seminars/lab as scheduled. (CCTC 15) EHD 110D requires a minimum of 20 hours, Monday-Friday from 8:00-12:00 plus seminars/lab as scheduled. Seminars will be both during and beyond the school day for specialized training from district trainers and/or university faculty.

Multiple Subject Program Requirements: This course is a required course in Phase 2 of the Multiple Subject Program (required in Phase 1 for SPEDonly). Field Study B must be taken concurrently with LEE 177, Teaching Reading & the Arts in K-3. Field Study B is designed to provide the necessary classroom access essential for completing the assignments in all the Phase 2 courses (CI 175, CI 176, LEE 177, EHD 178A).

Prerequisites: Successful completion of Phase 1 of the Multiple Subject Credential Program, (CI 100, CI 171, LEE 172, LEE 173, EHD 174), CI 175, CI 176 (or concurrent enrollment). Concurrent enrollment in LEE 177 and EHD 174A. Dual credential students must also have completed SPED 120 and SPED 130 with concurrent enrollment in SPED 135. Course Information $7.00 lab fee EHD 178 2 units EHD 110D 4 units Time: Mon.-Thurs. 8:00-11:00 + Seminars as scheduled Location: School Site: Website:

Instructor Name: Office Number: Email: Telephone: Office Hours:

Required Texts and Instructional Materials:   

Field Placement Handbook Candidates will be required to access Blackboard for syllabus, assignments, resources, etc. The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband (https://www.unwiredbb.com/). Refer to (or download when necessary) the California Department of Education website: http://www.cde.ca.gov/re/pn/fd/ o o o o o

   

Common Core State Standards Next Generation Science Standards Visual and Performing Arts Content Standards Reading/Language Arts Frameworks for California Public Schools, 2000 Revised Edition Core Curriculum

Red three ring binder with dividers Lesson plan book Fresno Assessment of Student Teachers, FAST (received in Phase I, available on Task Stream or at the Kennel Book Store) Registration for Task Stream (if you haven’t already): $69.00= 2 years (Dual); $67.00 = 3 semesters; $42.00 = calendar year; $25 = each semester

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Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning.           

Teacher Candidates will demonstrate specific pedagogical skills for the instruction of reading, language arts, math, science, visual and performing arts (TPE 1; NCATE 1.1, 1.3, 1.4, 1.7). Teacher Candidates will monitor student learning during instruction (TPE 2; NCATE 1.7). Teacher Candidates will interpret and use assessments for planning instruction (TPE 3; NCATE 1.7). Teacher Candidates will make content accessible (TPE 4; NCATE 1.3, 1.4). Teacher Candidates will engage students in the learning process (TPE 5; NCATE 1.3). Teacher Candidates will utilize developmentally appropriate teaching practices (TPE 6; NCATE 1.3, 1.7). Teacher Candidates will allocate instructional time to maximize student learning (TPE 10). Teacher Candidates will develop and maintain clear expectations for academic and social behavior and create a positive environment for learning (TPE 11). Teacher Candidates will exhibit appropriate ethical and legal behavior (TPE 12; NCATE 1.6 Professional Ethics). Teacher Candidates will evaluate and reflect upon his/her own teaching practices for the purpose of improvement (TPE 13; NCATE 1.7, 1.6 Reflection). Teacher Candidate will utilize Co-Teaching strategies.

Examinations and Major Assignments: 1. Teacher Candidates will complete all competencies as outlined in the EHD 178/110D Competency Log. 2. A minimum of two formal lesson observations by University Supervisor in a Multiple Subject placement and a minimum of one formal observation in a special education placement for EHD 110D teacher candidates. Teacher candidate assumed responsibility of the morning routine on a daily basis as documented by the supervisor/ cooperating master teacher observation. Activities may include: walking the students to the classroom, taking attendance, collecting and correcting homework, and morning review, calendar etc. 3. Write lesson plans and have them approved by your university supervisor and/or master teacher before each lesson is taught per specific field work requirements.

Date Weeks 1-15 Weeks 7-8

Weeks 8-15 Weeks 14-15

Assignment and Examination Schedule Assignment Performance Assessment Scheduled Visit/Observations Mid-Semester Assessment/ Goal Setting Meeting Complete 50% of the EHD 178 Teaching Competencies Documented attendance at all required seminars Site Visitation Observation/Conference Final Assessment/Goal Setting Meeting 72

All competencies and the Performance Assessment Scheduled Visit/Observation must be completed and verified by the last day of instruction.

General Field Placement Policies Assignment completion: Course-related assignments may be drawn from students in your field placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of your field placement. Such interference may result in having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Grading: Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field assignment(s). Field Study B provides many opportunities for multi-modal assessments. University Supervisors will visit the school site or contact candidates every week. Reflective journaling, observations, written lesson plans, lesson analysis and implementation of teaching strategies with students in the classrooms will provide evidence of proficiency. There is a mid-way progress report in a three-way conference with Master Teacher, Teacher Candidate, and University Supervisor. The Master Teacher also collaborates with the supervisor, completes a final assessment form, and meets with the Teacher Candidate at the end of the semester. The University Supervisor verifies competencies on a regular basis and meets with the student on the Site Visitation Project. Competencies are outlined in the Field Work Handbook. Satisfactory completion of all competencies including a passing score of 2 or above on the Site Visitation Project, as verified by the University Supervisor, is required for credit in the course. Failure to complete and submit the Site Visitation Project on Task Stream by the required date may place teacher candidate in jeopardy of not receiving credit for the course. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Retaking Field Placement Courses : Students who receive a ‘no credit’ grade in any field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. Their Plan of Assistance should be attached to this form. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. 73

Students who receive a grade of “No Credit” for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. The Professional Dress: The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained. Tentative Course Schedule: Field Study B requires Teacher Candidates to be at the assigned school site in the classroom with students a minimum of 6 hours over at least 2 afternoons, as well as scheduled seminars. Because school schedules vary, duty hours may be adjusted by the University Supervisors and School Site Partners. Seminars/Group Meetings or Individual Discussions: Small Group Discussions should allow the supervisor opportunities to present suggestions and to impart the experience that they have to their teacher candidates. These can be individual or group meetings.

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Tentative Course Schedule: EHD 178, Field Study B requires Teacher Candidates to spend a minimum of 12 hours a week, Monday -Thursday 8:00-11:00 AM, in a K-3 grade classroom where they will complete course competencies. EHD 110D, Field Study B requires Teacher Candidates to spend a minimum of 20 hours a week, Monday-Fridays 8:00-12:00. Dual teacher Candidates spend approximately 16 hours in a K-3 Multiple Subject classroom and 4 hours in a Special Education placement. Because school starting times vary, duty hours may be adjusted by the supervisor based the school’s schedule. Teacher Candidates must be at the school for additional time as required for planning, seminars, and conferences/meetings with the master teachers. Case studies and other Phase 2 course related assignments may be drawn from students in EHD 178/110D, Field Study B, however, additional time outside of required field placement hours will be necessary to complete these assignments. Week 1-5

Weeks 1-15

Required seminars will be addressing the following topics: 

Supervisor Orientation Meeting



School Site Orientation Meeting



Teacher Performance Assessment



Site visitation project explanation



Orientation/Professionalism and Ethics for Educators



Classroom Management (TPE 5, 10, 11)



K-8 Visual Arts (CCTC 8A(d))



K-8 Performing Arts (CCTC 8A(d))



Character and Civic Education Conference (Spring Semester Only).



Task Stream



California Standards for the Teaching Profession



Co-Teaching Strategies and Ethics

EHD 178 Field Study B Competencies LEE 177 Competencies for Literacy Development as required by LEE 177 instructor. Small group discussions TBA

Week 7

Mid-semester Assessment/Goal Setting Conference Documentation for 50% of EHD 178 Field Placement B Competencies

Week 8-15

Site Visitation Project observation and conference. Site Visitation Project submitted on Task Stream.

Weeks 13-15

Supervisor Evaluation and Master Teacher Survey submitted on Task Stream

Week 14-15

All EHD 178 Field Study B competency logs with satisfactory verification by University Supervisor. Final Assessment/Goal Setting meeting scheduled with Master Teacher. University Supervisor attends if necessary.

Subject to Change: This syllabus and schedule are subject to change in the event of extenuating circumstances. 75

University Policies Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in Madden Library 1049 (278-2811). Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. Instructors may require students to sign a statement at the end of all exams and assignments that “I have done my own work and have neither given nor received unauthorized assistance on this work.” If you are going to use this statement, include it here. Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence, papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of authorized absences due to university-sponsored activities, students should expect to submit their work to the instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework assignments. See grading policy in syllabus for additional information. When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from the university may be appropriate. Computers: "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards 76

for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page: http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf For copyright Questions & Answers: http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf Digital Campus course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

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Bibliography & Resources Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the elementary grades. Boston: Pearson. Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman. Clay, M. M. (2002). An observation survey of early literacy achievement ( 2nd ed.). Portsmouth, NH: Heinemann. (C) Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann. Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann. Elements and principles of design: Student guide with activities. (2000). Glenview, Ill: Crystal Productions. Eggen,P. & Kauchak, D. (2004). Windows on Classrooms, (6th ed.). Merrill Prentice Hall: Columbus, OH. Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in school. New York: Simon & Schuster. Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.). Merrill/Prentice Hall. Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics . Reston, VA: Author. (www.nctm.org) Orlich, D., Harder, R, Callahan,R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston: Houghton Mifflin. Roger, K, Howell, L, Smith, A, Clarke, P, & Henderson, C. (2000). The Usborne internet-linked science encyclopedia. London: Usborne. Sherman, S. & Sherman, R. (2004). Science and science teaching: Methods for integrating technology (2nd ed.). Boston: Houghton Mifflin. Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings. Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten through grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T) Thompson, Julia G., (2002). First-year teacher’s survival kit. San Francisco: Jossey-Bass. Van de Walle, J. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston: Allyn & Bacon. Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon. Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong.

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EHD 178A: Field Study B Seminar 1 UNIT L O C A TI ON Instructor: Email:

I NS T RU C T O R

Andrea DaSilva-Perez [email protected]

CATALOG DESCRIPTION This seminar accompanies Field Study B to provide opportunities for candidates to investigate and discuss a variety of topics and strategies and to reflect on issues that surface during their student teaching experience. Credit / No Credit Grading Only. Prerequisite: Concurrent enrollment in EHD 178, EHD 178ECE, or EHD 110D. COURSE OVERVIEW This seminar contributes to an effective student teaching experience through regular meetings of Multiple Subject teacher candidates to examine important topics related to teaching and working at a school site. Candidates will have opportunities to observe and discuss effective strategies in a variety of areas and to discuss the observations with their peers. They will also be able to share and discuss issues that surface during the student teaching experiences.

PRIMARY LEARNING OUTCOMES Candidates enrolled in EHD 178A will: 5. discuss topics related to planning, student engagement, classroom management, equity, assessment, instructional resources, visual and performing arts, co-teaching strategies, professional and legal obligations, and other current issues and examine how they apply to the placement school site. 6. analyze effective strategies modeled by experts, including literacy across the curriculum. 7. collaborate on possible solutions to issues related to the initial student teaching placement. 8. address the California Standards for the Teaching Profession and Teacher Performance Expectations.

COURSE READINGS AND MATERIALS  Multiple Subject Credential Program Student Teaching and Internship Handbook  Fresno Assessment of Student Teacher: A Manual for Teacher Candidates  Additional Readings (as assigned) 79

ASSIGNMENTS The following will be completed by students enrolled in EHD 178A. PARTICIPATION Teacher candidates will actively participate in seminars related to teaching and connected to the student teaching experience. Participants will be expected to: (a) make contributions to discussions; (b) make connections to the classroom; (c) ask questions; (d) show sensitivity to people’s feelings and beliefs; (e) demonstrate a positive attitude; and, (f) demonstrate professionalism. SEMINAR REFLECTIONS AND EVALUATIONS Teacher candidates must complete a total of 4 written reflections and seminar evaluations on the topics identified by an asterisk in the course schedule. These reflections and evaluations must be submitted on Blackboard within one week of the date of the seminar. If these items are not submitted within one week, teacher candidates will need to complete the extra non-teaching assignments related to the topic, as described below in the Attendance Policy. The written reflections will be scored on a credit/no-credit bases based on the rubric below. Any reflection not rated acceptable on the rubric needs to be redone until deemed acceptable. [See p. 6 of syllabus for format for reflections, evaluations, and rubric.]

GRADING POLICY Your grade will be determined on the following basis: This is a credit no-credit course. In order to receive credit for this course, you must attend all seminars, complete 4 seminar reflections and evaluations, and receive credit for 4 seminar reflections and evaluations. Seminar reflections are graded on a credit no credit basis. To receive full credit for your reflections follow the grading rubric below and use the template provided on blackboard. All reflections must be submitted on Blackboard within one week of the date of the seminar. The seminar dates and due dates for your reflections are listed below. It is your responsibility to check blackboard periodically to review your current grade on your reflections. If you received no-credit for a reflection, check the comments box for suggestion on how to receive credit, and resubmit your paper to [email protected]. ATTENDANCE POLICY This is a credit no-credit course. For credit, students are expected to attend all scheduled seminars and participate in seminars. Students with excused absences (maximum of 2) will be assigned to a Saturday class to complete their makeup assignments. The date for Saturday class is listed below in the course schedule or on blackboard. Students who are excessively late (maximum of 2) to the seminars or late turning in their reflections or evaluations will complete a one page extra non-teaching assignment in addition to their seminar reflection. 80

TENTATIVE COURSE SCHEDULE This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent from class, it is your responsibility to check on announcements. Session

Topic

Date/Time/Location

1

Professionalism Orientation

TBA

2*

Classroom Management

TBA

3*

Visual Arts

TBA

4

California Standards for the Teaching Profession

TBA

5*

Performing Arts

TBA

6*

Co-Teaching

TBA

7*

Character and Civic Education Conference (spring only)

TBA

*Written reflection AND seminar evaluation required. Seminar sessions include a three-hour per topic format with the following areas of emphasis: Professionalism Orientation: Teacher candidates review components of professional behavior expectations and ethics. *Classroom Management: Teacher candidates are introduced to strategies to organize the classroom and learn management techniques for small group and whole class instruction. *Visual Arts: Teacher candidates participate in visual arts lessons while learning visual arts resources and teaching techniques. California Standards for the Teaching Profession: Teacher candidates learn how the California Standards for the Teaching Profession are used in the Beginning Teacher Support and Assessment (BTSA) induction program and throughout their teaching career. *Performing Arts: Teacher candidates participate in performing arts lessons while learning performing arts resources and teaching techniques. *Co-Teaching: Teacher candidates receive an introduction to co-teaching strategies. They learn skills for co-teaching lesson planning and the implementation of pedagogy. *Character and Civic Education Conference: Teacher candidates participate in an all day conference to learn about professional ethics. They attend sessions with teaching resources and techniques to serve at-risk students. (Spring Only)

81

UNIVERSITY POLICIES STUDENTS WITH DISABILITIES Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811). HONOR CODE “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. CHEATING AND PLAGIARISM "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). COMPUTERS "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." DISRUPTIVE CLASSROOM BEHAVIOR "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others 82

seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live. Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." COPYRIGHT POLICY Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its Copyright Web Page (http://csufresno.edu/library/information/copyright/). Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

83

Seminar Reflection Seminar Session: Presenter: Date:

Describe two concepts learned: (Minimum: 100 words) How may you apply the concepts in your field course? (Minimum: 100 words) What questions do you have on the topic? (Minimum: two questions)

Seminar Evaluation Seminar Session: Presenter: Date:

What were the highlights of this presentation? What areas of the topic would you like more information? Additional Comments/Suggestions for the Presenter: Overall Rating: Excellent Good

Fair

Poor

Impact on Your Student Teaching Experience: Very Helpful Helpful Somewhat Helpful

Not Helpful

Rubric No Credit

Credit

Developed a substandard written reflection which:

Developed a strong written reflection of at least 100 words which effectively:

a.) Described one (1) concept that was learned from the seminar. b.) Described how the learned concept could be applied in the classroom. c.) Demonstrated a below-proficient command of writing mechanics by developing a reflection with 4 or more grammatical, spelling or punctuation errors.

a.) Described two (2) or more concepts that were learned from the seminar. b.) Described specific examples how the concepts could be applied in the classroom. c.) Demonstrated a proficient command of writing mechanics by developing a reflection with minimal (3 or less) grammatical, spelling or punctuation errors.

d.) Used different format or template d.) Used template provided on blackboard.

84

California State University, Fresno Kremen School of Education & Human Development

EHD 178/178ECE/110D Student Teaching Competency Log Teacher Candidate

Semester

Cooperating/Master Teacher School

Grade Level District

University Supervisor Student I.D. Number The purpose of this log is to document the successful attainment of competency in various teaching activities. The EHD 178 competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher Performance Expectations (TPEs), and Teacher Performance Assessments (TPAs). The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the verification of that completion, the logs will be filed by the University Supervisor in the student’s program file. Mid-Semester Certification of Competency Based on the accompanying Student Teaching Competency assessments, I/we recommend: The Teacher Candidate has achieved the competencies necessary to advance to the second half of EHD 178/178ECE/110D. Although the Teacher Candidate demonstrates some significant weaknesses at this point in the semester, s/he should be allowed to progress to the next phase of EHD 178/178ECE/110D.with the understanding that continued improvement is required for the successful completion of EHD 178/178ECE/110D.. The Teacher Candidate has not developed the competencies necessary to progress to the next phase of EHD 178/178ECE/110D. Cooperating/Master Teacher University Supervisor Teacher Candidate Date

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California State University, Fresno Kremen School of Education and Human Development Department of Curriculum and Instruction EHD 178/178ECE/110D –Field Study B Final Competency Verification Teacher Candidate

Semester

Cooperating /Master Teacher

Grade Level

School

District

University Supervisor Student I.D. Number EHD 178/178ECE/110D FIELD STUDY B COMPETENCIES LOG The purpose of this log is to document the successful attainment of competency in various teaching activities. The EHD 178 competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’S). The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the verification of that completion, the logs will be filed by the University Supervisor in the student’s program file. Certification of Competency Based on the accompanying Teacher Candidate’s Competency assessments, I/we recommend: ____

The Teacher Candidate demonstrates the ability to develop a positive learning environment with clearly stated expectations regarding student conduct.

____

The Teacher Candidate demonstrates use of oral and written language that is clear, concise, consistent, and easily understood by students with varying linguistic ability.

____

The Teacher Candidate models exemplary professional behavior and dress.

____

The Teacher Candidate engaged in implementing successful Reading/Language Arts competencies in the classroom (LEE 177)

____

The Teacher Candidate is ready to assume the responsibilities of daily student teaching and should be allowed to progress to the next phase of the program and student teaching/practicum.

____

Although the Teacher Candidate evidences some significant weaknesses at this point in the semester, s/he should be allowed to progress to the next practicum course with the understanding that continued improvement is required.

____

The Teacher Candidate has not developed the competencies necessary to progress to daily student teaching.

Cooperating/Master Teacher Teacher Candidate

University Supervisor _ Date 86

Teacher Candidate:

ID. EHD 178/178ECE/110D – FIELD STUDY B COMPETENCY LOG

Written documentation as well as the signature of the University Supervisor is required to verify completion of the EHD 178/178ECE/110D competencies. It is the student’s responsibility to initiate and follow through with these assignments. These competencies can be documented by completing competency documentation forms, observations or lesson plans with reflections. Supervisors are responsible for reviewing all documentation and giving feedback on lessons they see taught. Teacher candidates write lesson plans using effective teaching models. The direct instruction clinical/target, teaching or integrated teaching models are the approved models and should be demonstrated in lesson planning and implementation. Co-Teaching strategies are identified and used in planning and implementing instruction. Teacher Candidates review all lesson plans with the Cooperating Teacher at least one day prior to teaching and write a lesson reflection after teaching the lesson. Supervisor’s Signature

Competency

1.

Teacher Candidates completed a Student in Context Classroom Profile and provided a description/reflection on the following: the physical arrangement of the classroom, school policies such as: classroom rules/discipline, attendance procedures; dress code, school schedule, and daily procedures. Procedures should include but are not limited to lining up, pencil sharpening, distributing supplies, asking and answering questions, etc. An electronic copy of the Field Work Handbook with form templates is available at the fresnostate.edu web site. (Dual candidates should identify differences in the above for a general education classroom and a special education classroom. This description should include a description and type of SPED placement as well as case load and disabilities of students in your class (review cum folders and IEPs).

______1D.

Dual candidates complete the above profiles for their SPED classroom. The description should include: type of SPED placement, caseload and disabilities of the students in their class. Elaborate on the students you are assigned to work with (including strengths and needs for support).

2.

Teacher Candidates assumed responsibility of the morning routine on a daily basis as documented by supervisor/master teacher observation. Co-Teaching Strategy:_______________________________

______2D.

3.

Dual candidates should provide a schedule and description of responsibilities with SPED students with whom they work. Teacher Candidates request a copy of the School/District Technology Acceptable Use Policy Document from their EHD 178/110D, Field Study B School Site. Given this policy the teacher candidate will write a reflection describing the implications of the use of technology to deliver instruction and promote learning in the classroom. (CCTC 9a; NCATE 1.3). The reflection should include:

______3D.

1.

What is the purpose of this document?

2.

What is the responsibility of the teacher? Students? Parents?

3.

Having read this document what are the implications for the use of technology in your classroom?

Dual candidates will identify at least 2 technology accommodations that are being used or could be used with students in their current SPED placements.

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4.

______4D.

5.

Teacher Candidates request a copy of the School/District’s Student Study Team (SST)/Student Success Team forms and procedures from their EHD 178/110D, Field Study B School Site. Request permission to, and attend, a Student Study/ Student Success Team meeting. Following the meeting the Teacher Candidate will write a reflection about the meeting to include strengths and concerns. (NCATE 1.6 Collaboration, Reflection) Dual candidates will also attend an IEP meeting and write a reflection about the meeting which includes a description of the roles of the members of the committee. Teacher Candidates plan and teach a mini mathematics unit (3 to 5 lessons) to a small group of elementary students. After the lessons, the Teacher Candidate will post-assess the students’ knowledge, analyze the students’ learning, and reflect on the effectiveness of the lessons. (CCTC 4 ae, 5f, 8A(a), 13e,f 15 a, b; TPE 1, 2, 3, 4, 7, 9; NCATE 1.1, 1.3, 1.4, 1.6 all, 1.7) *Completed and teaching verified during field experience but graded by course faculty. Co-Teaching Strategies:_____________________________

______5D.

6/6D.

Dual candidates will reference IEP and Student Study Team goals for students when planning, implementing and reflecting on this instruction. The teacher candidate will utilize the One Teach, One Observe Co-Teaching Strategy when observing a science lesson taught by a credentialed teacher. The observation will focus on standards alignment, materials management, instructional and EL strategies. The teacher candidate will write a brief description of the lesson highlighting the specified areas of focus (NCATE 1.1). The description should include: 1. Describe how the lesson aligns with the California Science Content Standards. 2. Describe the strategies used for materials management. How did the strategy facilitate instruction? 3. What instructional and English learner strategies did you observe? 4. How did the use of these strategies help the students achieve their learning goals? 5. How was student achievement measured/ evaluated?

7.

Teacher Candidates plan, teach, and reflect on an inquiry-based science lesson using the template provided in the handbook. The lesson must align with the California Science and Language Arts Content Standards, will incorporate the use of expository text, and include a demonstration of the appropriate use of English Learner Strategies. (CCTC 8A(b),13e,15a,b; TPE 1,4,5,7; NCATE 1.1, 1.3, 1.6 Reflection, Critical Thinking, Valuing Diversity) Co-Teaching Strategy:______________________________

______7D.

8.

Dual candidates will reference IEP and Student Study Team goals for students when planning, implementing and reflecting on this instruction. Teacher Candidates plan, teach, and reflect on a lesson that includes the five component strands of the visual arts. (CCTC 8A(d); NCATE 1.1, 1.3) Co-Teaching Strategy: ____________________________

______8D.

Dual candidates will reference IEP and Student Study Team goals for students when planning and implementing this instruction.

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9.

Teacher Candidates plan, teach, and reflect on a lesson that includes any one of the performing arts. (CCTC 8A(d); NCATE 1.1, 1.3) Co-Teaching Strategy:______________

______9D. 10/10D.

Dual candidates will reference IEP and Student Study Team goals for students when planning and implementing this instruction). Teacher Candidates plan, teach, and reflect a series (minimum of 4 consecutive days) Language Arts lessons before their Site Visitation observation. Co-Teaching Strategies:___________________________

11/11D.

The Site Visitation Project: see FAST Manual. Teacher candidate must receive a passing score of 2 or above. Co-Teaching Strategy: One Teach, One Observe.

12.

Teacher Candidate completed weekly reflections (NCATE 1.6 Reflections)

______12D.

Dual candidates will write at least three reflections on classroom management and reinforcement techniques used in both the Multiple Subject and Special Education classrooms.

EHD 178A

Seminars

13.

Orientation _______ Orientation for SPED _______Lesson Planning (SPED Only) _______Classroom Management (SPED Only)

14.

California Standards for the Teaching Profession (NCATE 1.6 Life Long Learning)/Task Stream Seminars

15.

Classroom Management Seminar

16.

K-8 Visual Arts Seminar

17.

K-8 Performing Arts Seminar

18

Co-Teaching Strategies and Ethics Seminar

. _______19.

Character and Civic Education Conference (Spring Semester Only) (NCATE 1.6 Professional Ethics, Life Long Learning)

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EHD 178 – Field Study B

Competency Documentation Form Name

I.D.

Grade Level

School

Competency #

Date Completed

University Supervisor’s Signature

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Students in Context: Class Profile (Competency 1) Grade Level: _____ Student’s Initial

Age Range: _____

English Learner: Level, Primary Language other than English

Special Needs IEP, 504, Medical, GATE

Males: _____ Females: _____ Additional Individual Descriptors for Instructional Planning: Anecdotal records/notes about academic progress, reading level, strengths, interests, motivational strategies, learning style, etc.

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Reflection: How does the information about individual students provided in the class profile aid in designing and delivering instruction?

Physical Arrangement of the Classroom

Classroom Rules/Management

Attendance Procedures

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Dress Code

School Schedule

Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking and answering questions.

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Direct Instruction Lesson Plan Name

I.D. #

Date Grade Level

Subject/Content Area School

Competency#

University Supervisor’s Signature

Master Teacher’s Signature

Materials

Time

K-12 Academic Content Standard/Common Core State Standards California Standards for the Teaching Profession Co-Teaching Strategy Objective

Set

Input/Procedures

Guided Practice

Closure

Assessment Plan/Independent Practice

Adaptations/Modifications for Focus Student 1:

Adaptations/Modifications for Focus Student 2: Additional Supports for Non-Focus Students:

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Written reflection (after the lesson has been taught)

What went well? (strengths/successes of lesson)

Did all students meet the learning objective? What evidence do you have to support this?

Would you teach this lesson again the same way or change it to make it more effective? What changes would you make and why?

Reflect on the strategy/strategies that you used for focus student 1 and focus student 2? Was the strategy successful? What evidence do you have to support this success?

How did you integrate co-teaching strategies into this lesson?

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Co-Teaching Strategies & Examples Strategy

One Teach, One Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example

One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors. Example: One teacher can observe students for their understanding of directions while the other leads. An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties. The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom. 96

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CI 175: Science Instruction and Applied Technology Inquiry Lesson Plan Format 1.

California Science Content Standard: List the standard or portion of the science content standard that will be taught in the lesson. Include the grade level and the type of science (ex. life, physical, etc.). Example: Grade Two: Life Sciences: Plants and animals have predictable life cycles. As a basis for understanding this concept: 2b. Students know the sequential stages of life cycles are different for different animals such as butterflies, frogs, and mice. Co-teaching Strategy:_________________________________________

2.

Learning Goal: “The goal of the lesson states what you plan to accomplish and what you intend your students to learn.” (Sherman and Sherman, p. 165) Example: The students will learn about the life cycle of the butterfly.

3.

Objective: “Objectives are specific statements that establish carefully thought out learning outcomes. They also specify conditions for learning and set expected standards for student performance.” (Sherman and Sherman, p. 165) Example: By drawing a correctly sequenced concept map, students will demonstrate the physical characteristics of the stages of the life cycle of a butterfly (stages and sequence: egg, caterpillar, chrysalis, and adult butterfly)

4.

Inquiry Prompt: What is the question you will use to guide the investigation/inquiry? Example: How does a butterfly change as it grows?

5.

Materials: List all of the needed teacher and student materials.

6.

Key Vocabulary: List all science terminology and academic language that will be introduced. Specify the method you will use to contextualize the vocabulary.

7.

Procedure: In a step-by-step format provide a detailed sequence of the components of the lesson. All definitions, background information, and resources need to be included. 98

Required elements: constructivist teaching design, inquiry design, English Learner strategy, special needs strategy, and instructional technology application. Inquiry methodology needs to be evident in the steps of the procedure. Possible evidence of inquiry: Teacher-Directed Inquiry Option: Questioning Strategy: Using Bloom’s taxonomy provide teacher prompt questions: List the questions you will ask and indicate the level of Bloom’s taxonomy. Make sure your questions extend beyond “knowledge” and “comprehension” levels. Guided Inquiry Option: Exploration: Students are given materials to investigate. Specific inquiry questions are provided to focus the investigation. Ex. “How does the toy make the sound?” Student-Directed Inquiry Option: Student Investigation: Students investigate a question on their own. Example: Students create their own sound toy and explain how it makes sound. 8.

Assessment: Assessments may include: “homework, quizzes, systematic observations of students, formal interviews, oral reports, essays, performance appraisals, performance tasks, journals, learning logs, laboratory notebooks, self-assessments, and portfolios of work.” (Sherman and Sherman, p. 171) Detail the specific performance criteria that will be used for evaluation. Example: 1. Students will create a concept map that will include: 2. All of the stages of the life cycle of the butterfly are included (stages: egg, caterpillar, chrysalis, and adult butterfly). 3. The stages are drawn in the correct sequence. 4. The correct physical characteristics of each stage of the life cycle are illustrated. (egg: mall, round ball; caterpillar: multi-segmented larva with legs and eyes; chrysalis: oval form, hanging from a twig; adult butterfly: head, thorax, abdomen, six legs coming from the thorax, two eyes, and two antennae).

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School of Education and Human Development Office of Field Experiences Name School

I.D. # Semester

Cooperating/Master Teacher

Grade Level University Supervisor

Mid-Semester – Teacher Candidate Assessment/Goal Setting – EHD 178/110D Elements Of Competence 1.

Engaging & Supporting All Students In Learning

2.

Creating & Maintaining Effective Environments For Student Learning

3.

Understanding And Organizing Subject Matter For Student Learning

4.

Planning Instruction & Designing Learning Experiences For All Students

5.

Assessing Students For Learning

6.

Developing As A Professional Educator

On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if needed. The teacher candidate is requested to write a reaction statement.

Cooperating/Master Teacher University Supervisor Teacher Candidate

Date Date Date

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Teacher Candidate Strengths:

Goals/Areas Needing Improvement:

Circle EHD 178 Competencies Completed: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Circle LEE 177 Competencies Completed: 1 2 3 4 5 6 7 (as required by LEE 177 instructor) Cooperating/Master Teacher Comments:

University Supervisor Comments:

Teacher Candidate Reaction /Goals:

Teacher Candidate Signature: __________________________________Date:___________________

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School of Education and Human Development Office of Field Experiences Name School

I.D. # Semester

Cooperating/Master Teacher

Grade Level University Supervisor

Final – Teacher Candidate Assessment/Goal Setting – EHD 178/110D Elements Of Competence 1.

Engaging & Supporting All Students In Learning

2.

Creating & Maintaining Effective Environments For Student Learning

3.

Understanding And Organizing Subject Matter For Student Learning

4.

Planning Instruction & Designing Learning Experiences For All Students

5.

Assessing Students For Learning

6.

Developing As A Professional Educator

On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if needed. The teacher candidate is requested to write a reaction statement. Cooperating/Master Teacher Date University Supervisor Date Teacher Candidate Date

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List the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if needed. The Teacher Candidate is requested to write a reaction statement Teacher Candidate Strengths:

Goals/Areas Needing Improvement:

Cooperating/Master Teacher Comments:

University Supervisor Comments:

Teacher Candidate Reaction/Goals:

Teacher Candidate Signature: ________________________________Date

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Guidelines for EHD 178/110D Teacher Candidate Evaluation Thank you for writing this evaluation, which may be used for employment purposes. In accordance with the Family Educational Rights and Privacy Act of 1974 (as amended), the Teacher Candidate will have access to this evaluation. It may be photocopied and sent to employers at the candidate’s request. The student teaching evaluation is considered the most important part of the new teacher's file. It may be responsible for the candidate’s success or failure in getting a position. Please give this evaluation directly to the student so s/he can make a copy for his or her file. The student will then forward the original to our office. Thank you for your assistance. The narrative portion of the evaluation is very important and should elaborate upon professional competencies. Please evaluate the Teacher Candidate in relation to other beginning teachers and indicate the Teacher Candidate’s potential for success in teaching. On the following page are possible areas for evaluation under suggested main headings:

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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1 Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.1

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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California State University, Fresno Kremen School of Education and Human Development Office of Professional Field Experiences Teacher Candidate Information Sheet EHD 178/178 ECE/110D Semester/Year Name

ID Number

Telephone Number

Cell Number

Address Street

City

Zip

Email [email protected] School________________

Cooperating/Master Teacher____________________________

Undergraduate Major Graduate Major Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Outline your weekly schedule of classes ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Total Units this Semester On a separate page or the back side of this paper write a short summary of your background including the reasons you chose to become a teacher. Make copies for your Cooperating/Master Teacher and University Supervisor. 106

California State University, Fresno Office of Professional Field Experiences Observation Form Teacher School Grade Candidate Cooperating University Date Teacher Supervisor Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Lesson Plan  Topic and Objective Observed ________________________________________ Time __________________ Language of Instruction ____________________Co-Teaching Strategy ________________________ TPE 1A

TPE 2 TPE 3 TPE 4 TPE 5 TPE 6

Teaching Performance Expectations Subject-Specific Pedagogical Skills for Multiple TPE 7 Teaching English Learners Subject Teaching Assignments: English-Language TPE 8 Learning About Students Arts/Mathematics/Science /History-Social Science TPE 9 Instructional Planning Monitoring Student Learning During Instruction TPE 10 Instructional Time Interpretation and use of Assessments TPE 11 Social Environment Making Content Accessible TPE 12 Professional, Legal, and Ethical Obligations Student Engagement TPE 13 Professional Growths Developmentally Appropriate Teaching Practices: K-3 & 4-8

Directions: Record and document lines of evidence in terms of CSTP domains and specific behaviors/activities found in TPEs and TPAs. Provide feedback accordingly to participating student teachers. Use CSTP and TPEs, and TPAs as a guide to conduct observations.

Observations

Areas to be developed

Teacher Candidate Goals:

Observer Signature:

Teacher Candidate Signature: __________________________ Copies distributed: University Supervisor (white), Cooperating Teacher (pink), and Teacher Candidate (yellow

108

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Classroom Observation Feedback Form Teacher Candidate Cooperating Teacher

School

Grade

University Supervisor

Date

Lesson Plan 

Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Topic and Objective Observed O=Observed NO=Not Observed CSTP Making Subject Matter Comprehensible to Students

O

NO

Evidence

TPE 1A Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments: EnglishLanguage Arts/Mathematics/Science/History-Social Science

CSTP Assessing Student Learning

TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and use of Assessments

CSTP Engaging and Supporting Students in Learning

TPE 4 Making Content Accessible

TPE 5 Student Engagement

TPE 6 Developmentally Appropriate Teaching Practices TPE 6A – Grades K-3/TPE 6B – Grades 4-8 TPE 7 Teaching English Learners

CSTP Planning Instruction and Designing Learning Experiences for Students

TPE 8 Learning About Students

TPE 9 Instructional Planning Co-Teaching Strategy ______________ CSTP Creating and Maintaining Effective Environments for Students Learning

TPE 10 Instructional Time

TPE 11 Social Environment

CSTP Developing as a Professional Educator

TPE 12 Professional, Legal, and Ethical Obligations

TPE 13 Professional Growth

Summary: Observer Signature:

Teacher Candidate Signature: _________________________________ Copies distributed: University Supervisor (white), Cooperating Teacher (pink), and Teacher Candidate (yellow)

110

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SECTION VII: SPED 171 Initial Practicum Mild/Moderate

113

SPED 171 Syllabus Initial Practicum in Mild/Moderate Disabilities Prerequisites Completion of all coursework in Semester 1. Concurrent enrollment in SPED 125 and SPED 136 required or permission of instructor or Program Coordinator. Course Description SPED 171: Initial Practicum in Mild/Moderate Disabilities is the second of three required supervised field experiences in the program. Teacher candidates will take part in a 16-hour week, full semester experience in a K-12 classroom, RSP or SDC, serving students identified with Mild/Moderate disabilities. They will spend time in the field setting completing assessment, curriculum development and implementation, instructional activities and other professional duties of the special education teacher. Teacher candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Successful teacher candidates will take over some small group and individual student responsibilities of their Cooperating Teacher for a period of two weeks at the end of the semester. Required Texts and Instructional Materials: Special Education Student Teaching Handbook will be on Blackboard. California State University, Fresno e-mail account (The University provides free email accounts to all students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html. Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.) Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning. Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9) 1. Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment. 2. Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment. Monitoring Student Learning During Instruction (TPE 2) 1. Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP).

114

2. Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. 3. Education Specialist candidates anticipate, check for, and address common student misconceptions and misunderstandings. Interpretation and Use of Assessments (TPE 3) (PS 5) (MM 1, 2, 3) 1. Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments. 2. Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom. 3. Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards. Making Content Accessible (TPE 4) (PS 3, 6, 8, 13) (MM 3,4) 1. Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures. 2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards 3. Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics 4. Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities. Student Engagement (TPE 5) (PS 7, 12) (MM 1) 1. Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills. 2. Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels. 3. Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy. 4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings Developmentally Appropriate Teaching Practices (TPE 6) (PS 11) (MM3) 1. Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development. 115

2. Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability. Teaching English Learners (TPE 7) (PS 10, 12, 13) 1. Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. 2. Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. 3. Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as para-educators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. Learning About Students (TPE 8) (PS 12, 13) (MM1) 1. Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students. 2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations. Instructional Planning (TPE 9) (PS 3, 13) (MM1, 2, 3, 4, 5) 1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. 2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching practices that promote the achievement of student outcomes. 3. Education Specialist candidates use student outcome data to systematically adapt and modify instruction and learning environments based on specific learning disabilities and other handicapping conditions, plan, modify, deliver and evaluate instruction based on IEP/ITP objectives in academic, social skill, behavioral, career/transition, and personal and community domains. Instructional Time (TPE 10) 1. Education Specialist candidates allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. 2. Education Specialist candidates establish procedures for routine tasks and manage transitions to maximize instructional time. 3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities.

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Social Environment (TPE 11) (PS 12) (MM4) 1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. 2. Education Specialist candidates work collaboratively with general education teachers and other professionals to provide effective positive behavior support in a variety of educational settings. 3. abilities to work across programs with the IEP team to design, implement, evaluate, and modify behavior plans that are individualized, proactive, comprehensive, and based on thorough functional analyses. Professional, Legal, and Ethical Obligations (TPE 12) (PS 2) 1. Education Specialist candidates manage their professional time spent in teaching responsibilities to ensure that academic goals are met. 2. Education Specialist candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals Professional Growth (TPE 13) (PS 4) 1. Education Specialist candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. 2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

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General Field Placement Policies Assignment completion: Course-related assignments may be drawn from students in your practicum placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of student teaching. Such interference may result in student teachers having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Retaking Field Placement Courses : Students who don’t receive a passing grade of an “A” or a “B” in a field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. Their Plan of Assistance should be attached to this form. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who don’t receive a passing grade (“A” or a “B”) for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Substitute Teaching: Prior to final practicum/student teaching, Teacher Candidates are not permitted to serve as substitute teachers during any of the days they are on duty as student teachers Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional – never post information about students or the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide.

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Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained. University Policies Available for review on the following website: http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm

Course Requirements Teacher candidates will be assessed through written work, but the majority of assessment will be performance based. These performance-based activities will verify the application of theory and research in making instructional decisions and improving pedagogical practices in the candidates’ assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent courses to complete assignments in your assigned field placement. Evaluation 1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum of two formal evaluations of your teaching and implementation of other duties during the semester and complete the appropriate forms. (Cooperating teacher applies only to those students who are not teaching in their own classrooms [i.e., Interns.) 2. University Supervisor Observations: Your university supervisor will visit the practicum site approximately one time every two weeks (a minimum of six visits). There will be four scheduled formal observations in which candidates are required to provide a full lesson plan (format provided by university supervisor) and two required informal observations. Candidates should expect supervisors to make some random visits. Lesson plans (Plan Book) should always be available to supervisors when they visit. Candidates are required to call their university supervisor if they are going to be off campus or absent from school on any day. The supervisor will provide written feedback on documentation of competencies after each visit. Observation requirements are outlined below. 3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will provide credible evidence of their ability to facilitate learning by meeting the Teaching Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process Standards that have been identified by research and best practice as fundamental to improving student learning. The Teaching Performance Expectations (TPEs) being evaluated include the addendums for candidates seeking the Education Specialist Credential in Mild/Moderate Disabilities. Requirements can be found in the Practicum Packet. 4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating Teacher observations will be based upon the CSTPs.

GRADING POLICY FOR INITIAL PRACTICUM Candidates must receive a grade of A or B as a result of their performance in their classrooms and documentation of the required standards. The cooperating teacher and university supervisor jointly confer with the candidate and complete the appropriate forms designed for evaluation of SPED 171. 119

There is a mid-term progress report and a final report done in a three-way conference with cooperating teacher, student teacher, and university supervisor. Grading for SPED 171 will be as follows: Assignments/Requirements General Portfolio Requirements Midterm Evaluation

Points 168 points 30 points

A = 27-30 B = 24-26 Final Evaluation

30 points

A = 27-30 B = 24-26

Total Points Possible

228 points

Notes *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate shows insufficient progress in one or more areas, please complete a Plan of Assistance. *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate continues to show insufficient progress, then the Candidate will need to complete a Special Considerations form, which will be reviewed by the Special Considerations committee, in order to determine whether or not s/he will be able to proceed to Final Practicum. 205 - 228 = A 182 - 204 = B

Teacher candidates may petition the faculty to retake a course. The student may be allowed an additional field experience based on the circumstances and the assessment of the individual’s potential for success. This decision is made in consultation with the members of the Kremen School of Education and Human Development Admissions and Standards Committee. CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up to 16 semester units of undergraduate coursework at California State University, Fresno. Post baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major, (3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade substitution on the same basis as undergraduates provided the original course was completed when the student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent grade is the same or higher, the new grade will be substituted for the original grade. Only the substituted grade will be used in determining the student's grade point average. Grade substitution can be made no more than two times for an individual course. If the original grade was C, CR, or better, the course cannot be repeated for grade substitution. Joint Assessment Process by Cooperating/Master Teachers/University Supervisors Cooperating Teachers and University Supervisors have an important collaborative role in the teacher education program. Roles and responsibilities, will be discussed by both parties early in the semester at the school site orientation meetings. At the end of the semester (or while in progress, if deemed necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of each together and discuss those that may have been done differently; talk about any concerns; and provide suggestions for each other. If there are serious discrepancies between the two parties in terms of how they view each other’s performance and support, it is encouraged that the school 120

principal/school-site management team and/or the Kremen School of Education and Human Development Director of Professional Field Experiences be notified (559-278-0257). It is always the intention that concerns be resolved as soon as possible. The final grade is the responsibility of the University Supervisor. Recommended Week-By-Week Course Schedule *Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of requirements Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Finals

Orientation/Meet with Supervisor/Master Teacher Complete Students in Context: Class Profile Forms Informal observation (Supervisor) Formal Observation 1 - Supervisor Formal Observation 1 – Master Teacher Formal Observation 2 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Informal Observation (Supervisor) Midterm Evaluation Formal Observation 3 - Supervisor Formal Observation 2 – Master Teacher Formal Observation 4 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Final Evaluation Supervisors – submit copies of all formal observations, midterm and final evaluations

Assignments General Portfolio Requirements:  Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.  Copies of Lesson Reflections: These may be included at the end of your lesson plans.  Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Additional Portfolio Requirements:  Classroom Management Plan Implementation – Your supervisor will observe the implementation of your classroom management plan based on formal and informal observations.  Membership in a Professional Organization – You are required to become a member of a professional organization. Possible organizations include: CARS+, CEC, NASET, TASH, etc. Proof of membership needs to be included in your portfolio and provided to your supervisor.  Individualized Education Plan Reflection – Refer to assignment requirements in SPED 136. With your supervisor, you will reflect upon your attendance at an IEP meeting. Prepare a list of questions you have as a result of observing the meeting. Meet with your supervisor to discuss the experience and share your questions.  Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy described in the table. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your 121

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portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to participate in activities and meetings at your school site, as appropriate. Please collaborate with your Cooperating Teacher and Supervisor to arrange your attendance at meetings. Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep examples of communication with teachers, parents, and other colleagues.

Signature Course Assignments:  Include signature assignments from courses in which you are concurrently or were previously enrolled.  Descriptions and requirements for each assignment will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1

Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.2

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.4 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Practicum Completion Checklist/Evaluation – SPED 171

General Portfolio Requirements 

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.



Copies of Lesson Reflections: These may be included at the end of your lesson plans.



Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms.

Lesson Plans and Reflections Co-Taught Lesson

TPEs

Completion

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

MT Observation 1 KWO Lesson Reflection

1-13 12, 13 12, 13

Date observed: Complete Complete

MT Observation 2 KWO Lesson Reflection

1-13 12, 13 12, 13

Date observed: Complete Complete

KWO Lesson Reflection Short-Term Goal(s) UDL/DI Lesson (SPED 136) KWO Lesson Reflection Short-Term Goal(s) Video Lesson KWO Lesson Reflection Short-Term Goal(s) Other KWO Lesson Reflection Short-Term Goal(s)

Score (use Lesson Plan Rubric) ______/42

______/42

______/42

______/42

Points earned/Points possible: _______/168 Comments:

Additional Portfolio Requirements

TPEs

Students in Context: Class Profile

2 – 9, 11

Daily Instructional Block Plan

1-11

Classroom Management Plan Implementation (assignment from SPED 125 and general classroom management observations of supervisor and/or cooperating teacher)

2, 5, 6, 8, 10 - 12

Membership in Professional Organization (include confirmation of membership)

13

Individualized Education Plan – Reflection (assignment in SPED 136 and 146; reviewed with supervisor)

12, 13

Co-Teaching Observations & Reflections (See “Co-Teaching Requirements”)

4, 5, 9, 10, 13

Participation in Grade-Level, Parent-Teacher, SST, etc. meetings

10, 12, 13

Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed).

3, 7, 10 - 13

Student Self-Reflection (Mid-semester)

12, 13

Student Self-Reflection (Final)

12, 13

Completed

*All of the above items must be completed in order to receive a passing grade (‘B’ or better). Comments:

Signature Course Assignments to Date (including current semester) Include signature assignments from courses in which you are concurrently or were previously enrolled. Course

Assignment

TPEs

SPED 125 Positive Behavior Support Plan 2, 3, 5, 6, 8, 11 SPED 125 Classroom Management Plan 2, 5, 6, 8, 10 - 12 SPED 125 Functional Behavior Assessment 2, 3, 5, 6, 8, 9, 11 SPED 130 Curriculum-based Assessment 2, 3, 8, 9 SPED 130 Standardized Academic Achievement Test 3, 6, 9 SPED 136 Universal Design for Learning/Differentiated Instruction Unit 1, 2, 4 – 9, 13 Descriptions and requirements for each assignment in the table above will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

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Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Co-Teaching Strategies Strategy Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

Observation Date

Supervisor Signature

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

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Students in Context: Class Profile Grade Level: _____ Student’s Initials

English Learner: Level, Primary Language other than English

Age Range: _____

Special Needs IEP, 504, Medical, GATE

Males: _____ Females: _____

Additional Individual Descriptors for Instructional Planning: Anecdotal records/notes about academic progress, reading level, strengths, interests, motivational strategies, learning preferences, etc.

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Reflection: How does the information about individual students provided in the class profile aid in designing and delivering instruction?

Physical Arrangement of the Classroom

Classroom Rules/Management

Attendance Procedures

Dress Code

School Schedule

Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking and answering questions.

Daily Instructional Block Plan (May be adapted to fit context) Date: ___________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

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K-W-O Chart DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on your current practice and indicate: 1. What I know about my instructional practice 2. What I want to know about my instructional practice 3. What I would like my supervisor or cooperating teacher to observe

K-W-O Chart What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and procedures in my class, etc.)

What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs of my EL students, etc.)

What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design meets the needs of my EL students, etc.)

Adapted from: http://ca-btsainduction.org/fact/modules/assessment

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Lesson Plan Template Name: Date of Lesson: Grade Level(s): Title/Lesson Topic: Subject/Content Area: Duration: Unit Description: Lesson Description (in student-friendly language): State Standards: Co-Teaching Strategy (optional)

Goals Unit Goals (expected outcomes for unit in observable/measurable terms): Lesson Goals (expected outcomes for lesson in observable/measurable terms):

Vocabulary Word

Student-Friendly Definition

Materials

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Methods Anticipatory Set: Introduce and Model New Knowledge Provide Guided/Collaborative Practice Provide Independent Practice: Closure (review what was learned):

Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s) [What’s the criteria?)? Formative/Ongoing Assessment: Summative/End Of Lesson Assessment: Classroom/Behavior Management Strategies

Supports for students with disabilities and/or English Learners Student’s disability or diversity

Support (including accommodations or modifications)

Reflection What went well? (strengths/successes of lesson) Were all students successful? Did they meet your learning objective(s)? How do you know? Were the supports you provided for students appropriate? Did they improve access to the content and activities? How do you know? What areas of the lesson need improvement? What might you do differently if you were to teach this lesson again? What did you learn from teaching this lesson? Additional Comments:

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Name_______________________________

Date(s)_________________________

SPED Lesson Plan Rubric *Scores will be based on written lesson plan and on lesson delivery SCORING KEY:

3 - Achieved: performed successfully 2 - Developing: showing growth, evolving 1 - Beginning: initial stage, needs more time to develop skills

1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards 3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s) cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the particular group of students and the curriculum. 2- Something is missing. 1-Very limited in scope, needs significant improvement.

Score

2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format) 3-The expected outcomes are appropriate for this group and are written in measurable, observable terms. The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were considered. 2-Further explanation may be needed. 1-The expected outcomes may be inappropriate for this group of students. The outcomes are not measurable or observable.

Score

3. Vocabulary 3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of English learners and students with special needs are addressed. 2-Some element is missing or needs further explanation. 1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.

Score

4. Materials 3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine if there are needs that may not be addressed by the program materials. There is excellent match between goals/objectives, worksheets and activities. 2-Materials list appears incomplete. 1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.

Score

5. Methods 5a. Anticipatory Set 3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review of previous learning that is important to the understanding of the current lesson. The set may tap prior knowledge or experience. The students must be told why this lesson is important as appropriate to their developmental level. The written explanation is clear and detailed. 2-The set could be improved with further reflection and input from other professionals. 1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed and/or discussed with other professionals. 5b. Introduce and Model New Knowledge (with Timelines) 3-A detailed outline of the procedures/input the students will experience is provided. Evidence of differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided. The lesson ends with a review and may preview the next lesson. 2-A detailed outline may be provided, but estimated times are missing. 1-The outline is lacking detail.

Score

Score

135

5c. Provide Guided Practice 3-During the lesson the students receive differentiated practice with the concept under the thoughtful guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice the concept with the teacher nearby to give feedback. The written description is complete. 2-The description is incomplete in some aspect. 1-Very minimal explanation or use of guided practice.

Score

5d. Provide Independent Practice 3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e., differentiated) 2-The independent practice is incomplete in some way. 1-The independent practice is incompatible with the remainder of the lesson.

Score

5e. Provide Closure 3-.Closure is aligned explicitly with the lesson 2-The closure is incomplete in some way. 1-The closure is incompatible with the remainder of the lesson or is missing.

Score

6. Assessment 3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the lesson; formative and summative assessments are noted. 2-Further explanation is needed. 1-The assessments used need to be improved.

Score

7. Classroom/Behavior Management Strategies 3-The classroom and behavior management system is described in detail and is appropriate for this group of students. 2-The classroom and behavior management system is described but may need more details or the management system may need to be modified for this group of students. 1-The description is minimal. A complete understanding of the importance of a management system may be lacking.

Score

8. Supports for Students with Disabilities and/or English Learners 3-All elements of the requested information have been addressed demonstrating a strong knowledge base; accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet student needs for support. 2-Something is missing or lacks detail. 1-The information provided is significantly incomplete or there is a mismatch between the support provided and actual student needs.

Score

9. Lesson Reflection 3-The written responses to the questions are complete and demonstrate a high level of self-reflection. 2-Some improvement is needed. 1-There is minimal response to the requested questions and a minimal understanding of the reflective process.

Score

10. Spelling/Grammar 3-The lesson plan is written with few or no spelling/grammar errors. 2-Spelling/Grammar could improve. 1-Several spelling/grammar errors are evident.

Score

Total: _________/ 42

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development

Special Education Practicum Observation Feedback Form Teacher Candidate Name: __________________________________ Date: ____________________ School: ____________________________________________________________________________ Evaluation completed by:

__

Master Teacher: ________________________________

OR

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. Summary of Candidate’s strengths:

Areas to be developed:

Teacher Candidate Signature: ___________________________________________ Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

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1. Engaging and Supporting All Students in Learning

Notes/Comments

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design. 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning

2. Creating and Maintaining An Effective Environment for Students

Notes/Comments

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional settings.

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

Notes/Comments

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs.

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4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc.

5. Assessing Student Learning

Notes/Comments

5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs.

6. Developing As A Professional Educator

Notes/Comments

6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession.

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development Special Education Practicum In Mild/Moderate Disabilities

Midterm and Final Evaluation |SPED 171/172/175/176 Spring _______ Fall ________

20 ______

Midterm (date) ______

Final (date) _____

Teacher Candidate__________________________________________ School_____________________________

Grade Level ______ES ______MS _____HS

District ______________________________ Evaluation completed by: OR

Class Designation ____________________

__

Master Teacher: ________________________________

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. *Please complete midterm evaluation in blue ink and final evaluation in black ink. Please rate candidates on each of the items below using the following key: NA = Not 1 = Insufficient 2 = Beginning: 3 = Developing: Applicable Evidence/Not needs more time showing growth, Met to develop skills evolving

1. Engage and Supporting All Students in Learning

4 = Achieved: exceptional performance

NA

1

2

3

4

1

2

3

4

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning Average score (1) 2. Creating and Maintaining An Effective Environment for Students

NA

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural and linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom procedures and routines that support student learning. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional setting, Average score (2)

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs. Average score (3) 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc. Average score (4) 5. Assessing Student Learning 5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs. Average score (5) 6. Developing As A Professional Educator 6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession. Average score (6)

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7. Other Professional Competencies C6.1 Takes initiative C6.2 Handles information about children, peers, families, colleagues and supervisors ethically. C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor. C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.) C6.5 Respects the attitudes and opinions of others. C6.6 Has attended a professional conference, in-service, or meeting. TOTAL (7)

Midterm

Final

Average (1): ______

Average (1): ______

Average (2): ______

Average (2): ______

Average (3): ______

Average (3): ______

Average (4): ______

Average (4): ______

Average (5): ______

Average (5): ______

Average (6): ______

Average (6): ______

Total (7): ______

Total (7): ______

Sum of above: _____ /30

Sum of above: _____ /30

A = 27-30 B = 24-26

A = 27-30 B = 24-26

Yes = 1

No = 0

Summary of Candidate’s strengths:

Areas to be developed:

Evaluation completed by: University Supervisor Signature ____________________________ --or-Master Teacher Signature ____________________________

Date ______ Date ______

I have reviewed this evaluation with my University Supervisor _______ I accept this evaluation or,

________ I wish to submit an addendum.

Student Signature _______________________________________

Date __________

Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

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Short-Term Goal Planning Form Following each of your 4 formal observations, complete the following form with your supervisor and/or Cooperating Teacher. Determine 3 short-term goals to work toward between each observation. Name ___________________________Supervisor _________________________Initial Practicum: School: __________________________Cooperating Teacher ________________Final Practicum: Date

Short-Term Goals (based on reflection and supervisor feedback) 1.

Complete

SPED 171 SPED 175

SPED 172 SPED 176

Comments

2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

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Student Self-Reflection This form is to be completed at the Midterm and Final Evaluation. Name _____________________________Supervisor ________________________________

SPED 171 SPED 175

SPED 172 SPED 176

School: ____________________________ Cooperating Teacher ______________________

Midterm

Final

Strengths

Focus Areas

Mid-Semester Meeting 1)

Final Meeting 1)

2)

2)

3)

3)

1)

1)

2)

2)

3)

3)

Meeting Date Optional: Additional experiences I would like to have:

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SECTION VIII: SPED 172 Initial Practicum Moderate/Severe

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SPED 172 Syllabus Initial Practicum in Moderate/Severe Disabilities Prerequisites Completion of all coursework in Semester 1. Concurrent enrollment in SPED 125 and SPED 146 required or permission of instructor or Program Coordinator. Course Description SPED 172: Initial Practicum in Moderate/Severe Disabilities is the second of three required supervised field experiences in the program. Teacher candidates will take part in a 16-hour week, full semester experience in a K-12 classroom or SDC, serving students identified with Moderate/Severe disabilities. They will spend time in the field setting completing assessment, curriculum development and implementation, instructional activities and other professional duties of the special education teacher. Teacher candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Successful teacher candidates will take over some small group and individual student responsibilities of their Cooperating Teacher for a period of two weeks at the end of the semester. Required Texts and Instructional Materials: Special Education Student Teaching Handbook will be on Blackboard. California State University, Fresno e-mail account (The University provides free email accounts to all students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html. Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.) Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning. Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9) 1. Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment. 2. Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment. Monitoring Student Learning During Instruction (TPE 2) 1. Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP).

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2. Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. 3. Education Specialist candidates anticipate, check for, and address common student misconceptions and misunderstandings. Interpretation and Use of Assessments (TPE 3) (PS 5) 1. Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments. 2. Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom. 3. Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards. Making Content Accessible (TPE 4) (PS 3, 6, 8, 13) 1. Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures. 2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards 3. Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics 4. Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities. Student Engagement (TPE 5) (PS 7, 12) 1. Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills. 2. Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels. 3. Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy. 4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings Developmentally Appropriate Teaching Practices (TPE 6) (PS 11) 1. Education Specialist candidates demonstrate the ability to set student expectations based on 149

their knowledge of typical and atypical development. 2. Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability. Teaching English Learners (TPE 7) (PS 10, 12, 13) 1. Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. 2. Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. 3. Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. Learning About Students (TPE 8) (PS 12, 13) 1. Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students. 2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations. Instructional Planning (TPE 9) (PS 3, 13) 1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. 2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching practices that promote the achievement of student outcomes. 3. Education Specialist candidates use student outcome data to systematically adapt and modify instruction and learning environments based on specific learning disabilities and other handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP objectives in academic, social skill, behavioral, career/transition, and personal and community domains. Instructional Time (TPE 10) 1. Education Specialist candidates allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. 2. Education Specialist candidates establish procedures for routine tasks and manage transitions to maximize instructional time. 3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities. Social Environment (TPE 11) (PS 12) 150

1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. 2. Education Specialist candidates work collaboratively with general education teachers and other professionals to provide effective positive behavior support in a variety of educational settings. 3. abilities to work across programs with the IEP team to design, implement, evaluate, and modify behavior plans that are individualized, proactive, comprehensive, and based on thorough functional analyses. Professional, Legal, and Ethical Obligations (TPE 12) (PS 2) 1. Education Specialist candidates manage their professional time spent in teaching responsibilities to ensure that academic goals are met. 2. Education Specialist candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals Professional Growth (TPE 13) (PS 4) 1. Education Specialist candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. 2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

General Field Placement Policies Assignment completion: Course-related assignments may be drawn from students in your practicum placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of student teaching. Such interference may result in student teachers having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Retaking Field Placement Courses : Students who don’t receive a passing grade of an “A” or a “B” in a field placement course, who wish to retake the course, are required to meet with the University 151

Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. Their Plan of Assistance should be attached to this form. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who don’t receive a passing grade (“A” or “B”) for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Substitute Teaching: Prior to final practicum/student teaching, Teacher Candidates are not permitted to serve as substitute teachers during any of the days they are on duty as student teachers Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional – never post information about students or the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained.

University Policies Available for review on the following website: http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm

Course Requirements Teacher candidates will be assessed through written work, but the majority of assessment will be performance based. These performance-based activities will verify the application of theory and research in making instructional decisions and improving pedagogical practices in the candidates’ assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent courses to complete assignments in your assigned field placement. Evaluation 1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum of two formal evaluations of your teaching and implementation of other duties during the semester and complete the appropriate forms. (Cooperating teacher applies only to those students who are not teaching in their own classrooms [i.e., Interns.) 152

2. University Supervisor Observations: Your university supervisor will visit the practicum site approximately one time every two weeks (a minimum of six visits). There will be four scheduled formal observations in which candidates are required to provide a full lesson plan (format provided by university supervisor) and two required informal observations. Candidates should expect supervisors to make some random visits. Lesson plans (Plan Book) should always be available to supervisors when they visit. Candidates are required to call their university supervisor if they are going to be off campus or absent from school on any day. The supervisor will provide written feedback on documentation of competencies after each visit. Observation requirements are outlined below. 3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will provide credible evidence of their ability to facilitate learning by meeting the Teaching Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process Standards that have been identified by research and best practice as fundamental to improving student learning. The Teaching Performance Expectations (TPEs) being evaluated include the addendums for candidates seeking the Education Specialist Credential in Mild/Moderate Disabilities. Requirements can be found in the Practicum Packet. 4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating Teacher observations will be based upon the CSTPs. GRADING POLICY FOR INITIAL PRACTICUM Candidates must receive a grade of A or B as a result of their performance in their classrooms and documentation of the required standards. The cooperating teacher and university supervisor jointly confer with the candidate and complete the appropriate forms designed for evaluation of SPED 172. There is a mid-term progress report and a final report done in a three-way conference with cooperating teacher, student teacher, and university supervisor. Grading for SPED 172 will be as follows: Assignments/Requirements General Portfolio Requirements Midterm Evaluation

Points 168 points 30 points

A = 27-30 B = 24-26 Final Evaluation

30 points

A = 27-30 B = 24-26

Total Points Possible

228 points

Notes *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate shows insufficient progress in one or more areas, please complete a Plan of Assistance. *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate continues to show insufficient progress, then the Candidate will need to complete a Special Considerations form, which will be reviewed by the Special Considerations committee, in order to determine whether or not s/he will be able to proceed to Final Practicum. 205 - 228 = A 182 - 204 = B

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Teacher candidates may petition the faculty to retake a course. The student may be allowed an additional field experience based on the circumstances and the assessment of the individual’s potential for success. This decision is made in consultation with the members of the Kremen School of Education and Human Development Admissions and Standards Committee. CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up to 16 semester units of undergraduate coursework at California State University, Fresno. Post baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major, (3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade substitution on the same basis as undergraduates provided the original course was completed when the student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent grade is the same or higher, the new grade will be substituted for the original grade. Only the substituted grade will be used in determining the student's grade point average. Grade substitution can be made no more than two times for an individual course. If the original grade was C, CR, or better, the course cannot be repeated for grade substitution. Joint Assessment Process by Cooperating/Master Teachers/University Supervisors Cooperating Teachers and University Supervisors have an important collaborative role in the teacher education program. Roles and responsibilities, will be discussed by both parties early in the semester at the school site orientation meetings. At the end of the semester (or while in progress, if deemed necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of each together and discuss those that may have been done differently; talk about any concerns; and provide suggestions for each other. If there are serious discrepancies between the two parties in terms of how they view each other’s performance and support, it is encouraged that the school principal/school-site management team and/or the Kremen School of Education and Human Development Director of Professional Field Experiences be notified (559-278-0257). It is always the intention that concerns be resolved as soon as possible. The final grade is the responsibility of the University Supervisor. Recommended Week-By-Week Course Schedule *Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of requirements Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Finals

Orientation/Meet with Supervisor/Master Teacher Complete Students in Context: Class Profile Forms Informal observation (Supervisor) Formal Observation 1 - Supervisor Formal Observation 1 – Master Teacher Formal Observation 2 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Informal Observation (Supervisor) Midterm Evaluation Formal Observation 3 - Supervisor Formal Observation 2 – Master Teacher Formal Observation 4 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Final Evaluation Supervisors – submit copies of all formal observations, midterm and final evaluations

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Assignments General Portfolio Requirements:  Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.  Copies of Lesson Reflections: These may be included at the end of your lesson plans.  Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Additional Portfolio Requirements  Classroom Management Plan Implementation – Your supervisor will observe the implementation of your classroom management plan based on formal and informal observations.  Membership in a Professional Organization – You are required to become a member of a professional organization. Possible organizations include: CARS+, CEC, NASET, TASH, etc. Proof of membership needs to be included in your portfolio and provided to your supervisor.  Individualized Education Plan Reflection – Refer to assignment requirements in SPED 146. With your supervisor, you will reflect upon your attendance at an IEP meeting. Prepare a list of questions you have as a result of observing the meeting. Meet with your supervisor to discuss the experience and share your questions.  Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy described in the table. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught lessons will be observed by your supervisor – one for SPED 172 and two for SPED 176. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5).  Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to participate in activities and meetings at your school site, as appropriate. Please collaborate with your Cooperating Teacher and Supervisor to arrange your attendance at meetings.  Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep examples of communication with teachers, parents, and other colleagues. Signature Course Assignments:  Include signature assignments from courses in which you are concurrently or were previously enrolled.  Descriptions and requirements for each assignment will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1

Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.1

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Practicum Completion Checklist/Evaluation – SPED 172

General Portfolio Requirements 

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.



Copies of Lesson Reflections: These may be included at the end of your lesson plans.



Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Lesson Plans and Reflections

Co-Taught Lesson

TPEs

Completion

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

1-13

Date observed:

12, 13 12, 13 12, 13

Complete Complete Complete

MT Observation 1 KWO Lesson Reflection

1-13 12, 13 12, 13

Date observed: Complete Complete

MT Observation 2 KWO Lesson Reflection

1-13 12, 13 12, 13

Date observed: Complete Complete

KWO Lesson Reflection Short-Term Goal(s) Instructional Plan Implementation KWO Lesson Reflection Short-Term Goal(s) Video Lesson KWO Lesson Reflection Short-Term Goal(s) Other KWO Lesson Reflection Short-Term Goal(s)

Score (see key above) ______/42

______/42

______/42

______/42

Points earned/Points possible: _______/168 Comments:

Additional Portfolio Requirements

TPEs

Students in Context: Class Profile

2 – 9, 11

Daily Instructional Block Plan

1-11

Classroom Management Plan Implementation (assignment from SPED 125 and general classroom management observations of supervisor and/or cooperating teacher)

2, 5, 6, 8, 10 - 12

Membership in Professional Organization (include confirmation of membership)

13

Individualized Education Plan – Reflection (assignment in SPED 136 and 146; reviewed with supervisor)

12, 13

Co-Teaching Observations & Reflections (See “Co-Teaching Requirements”)

4, 5, 9, 10, 13

Participation in Grade-Level, Parent-Teacher, SST, etc. meetings

10, 12, 13

Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed).

3, 7, 10 - 13

Student Self-Reflection (Mid-semester)

12, 13

Student Self-Reflection (Final)

12, 13

Completed

*All of the above items must be completed in order to receive a passing grade (‘B’ or better). Comments:

Signature Course Assignments to Date (including current semester) Include signature assignments from courses in which you are concurrently or were previously enrolled. Course

Assignment

TPEs

SPED 125 Positive Behavior Support Plan 2, 3, 5, 6, 8, 11 SPED 125 Classroom Management Plan 2, 5, 6, 8, 10 - 12 SPED 125 Functional Behavior Assessment 2, 3, 5, 6, 8, 9, 11 SPED 130 Curriculum-based Assessment 2, 3, 8, 9 SPED 130 Standardized Academic Achievement Test 3, 6, 9 SPED 146 Ecological Assessments 3, 4, 6 – 9, 12, 13 Descriptions and requirements for each assignment in the table above will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

Co-Teaching Requirements Preliminary Education Specialist Credential | Moderate/Severe The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 172 and two for SPED 176. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Co-Teaching Strategies Strategy Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

Observation Date

Supervisor Signature

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

160

Students in Context: Class Profile Grade Level: _____ Student’s Initials

English Learner: Level, Primary Language other than English

Age Range: _____

Special Needs IEP, 504, Medical, GATE

Males: _____ Females: _____

Additional Individual Descriptors for Instructional Planning: Anecdotal records/notes about academic progress, reading level, strengths, interests, motivational strategies, learning preferences, etc.

161

Reflection: How does the information about individual students provided in the class profile aid in designing and delivering instruction?

Physical Arrangement of the Classroom

Classroom Rules/Management

Attendance Procedures

Dress Code

School Schedule

Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking and answering questions.

Daily Instructional Block Plan (May be adapted to fit context) Date: ___________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

164

K-W-O Chart DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on your current practice and indicate: 4. What I know about my instructional practice 5. What I want to know about my instructional practice 6. What I would like my supervisor or cooperating teacher to observe

K-W-O Chart What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and procedures in my class, etc.)

What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs of my EL students, etc.)

What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design meets the needs of my EL students, etc.)

Adapted from: http://ca-btsainduction.org/fact/modules/assessment

165

Lesson Plan Template Name: Date of Lesson: Grade Level(s): Title/Lesson Topic: Subject/Content Area: Duration: Unit Description: Lesson Description (in student-friendly language): State Standards: Co-Teaching Strategy (optional)

Goals Unit Goals (expected outcomes for unit in observable/measurable terms): Lesson Goals (expected outcomes for lesson in observable/measurable terms):

Vocabulary Word

Student-Friendly Definition

Materials

166

Methods Anticipatory Set: Introduce and Model New Knowledge Provide Guided/Collaborative Practice Provide Independent Practice: Closure (review what was learned)

Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s) [What’s the criteria?)? Formative/Ongoing Assessment: Summative/End Of Lesson Assessment: Classroom/Behavior Management Strategies

Supports for students with disabilities and/or English Learners Student’s disability or diversity

Support (including accommodations or modifications)

Reflection What went well? (strengths/successes of lesson) Were all students successful? Did they meet your learning objective(s)? How do you know? Were the supports you provided for students appropriate? Did they improve access to the content and activities? How do you know? What areas of the lesson need improvement? What might you do differently if you were to teach this lesson again? What did you learn from teaching this lesson? Additional Comments:

167

Name_______________________________

Date(s)_________________________

SPED Lesson Plan Rubric *Scores will be based on written lesson plan and on lesson delivery SCORING KEY:

3 - Achieved: performed successfully 2 - Developing: showing growth, evolving 1 - Beginning: initial stage, needs more time to develop skills

1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards 3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s) cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the particular group of students and the curriculum. 2- Something is missing. 1-Very limited in scope, needs significant improvement.

Score

2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format) 3-The expected outcomes are appropriate for this group and are written in measurable, observable terms. The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were considered. 2-Further explanation may be needed. 1-The expected outcomes may be inappropriate for this group of students. The outcomes are not measurable or observable.

Score

3. Vocabulary 3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of English learners and students with special needs are addressed. 2-Some element is missing or needs further explanation. 1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.

Score

4. Materials 3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine if there are needs that may not be addressed by the program materials. There is excellent match between goals/objectives, worksheets and activities. 2-Materials list appears incomplete. 1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.

Score

5. Methods 5a. Anticipatory Set 3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review of previous learning that is important to the understanding of the current lesson. The set may tap prior knowledge or experience. The students must be told why this lesson is important as appropriate to their developmental level. The written explanation is clear and detailed. 2-The set could be improved with further reflection and input from other professionals. 1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed and/or discussed with other professionals. 5b. Introduce and Model New Knowledge (with Timelines) 3-A detailed outline of the procedures/input the students will experience is provided. Evidence of differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided. The lesson ends with a review and may preview the next lesson. 2-A detailed outline may be provided, but estimated times are missing. 1-The outline is lacking detail.

Score

Score

168

5c. Provide Guided Practice 3-During the lesson the students receive differentiated practice with the concept under the thoughtful guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice the concept with the teacher nearby to give feedback. The written description is complete. 2-The description is incomplete in some aspect. 1-Very minimal explanation or use of guided practice.

Score

5d. Provide Independent Practice 3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e., differentiated) 2-The independent practice is incomplete in some way. 1-The independent practice is incompatible with the remainder of the lesson.

Score

5e. Provide Closure 3-.Closure is aligned explicitly with the lesson 2-The closure is incomplete in some way. 1-The closure is incompatible with the remainder of the lesson or is missing.

Score

6. Assessment 3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the lesson; formative and summative assessments are noted. 2-Further explanation is needed. 1-The assessments used need to be improved.

Score

7. Classroom/Behavior Management Strategies 3-The classroom and behavior management system is described in detail and is appropriate for this group of students. 2-The classroom and behavior management system is described but may need more details or the management system may need to be modified for this group of students. 1-The description is minimal. A complete understanding of the importance of a management system may be lacking.

Score

8. Supports for Students with Disabilities and/or English Learners 3-All elements of the requested information have been addressed demonstrating a strong knowledge base; accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet student needs for support. 2-Something is missing or lacks detail. 1-The information provided is significantly incomplete or there is a mismatch between the support provided and actual student needs.

Score

9. Lesson Reflection 3-The written responses to the questions are complete and demonstrate a high level of self-reflection. 2-Some improvement is needed. 1-There is minimal response to the requested questions and a minimal understanding of the reflective process.

Score

10. Spelling/Grammar 3-The lesson plan is written with few or no spelling/grammar errors. 2-Spelling/Grammar could improve. 1-Several spelling/grammar errors are evident.

Score

Total _______/42

169

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development

Special Education Practicum Observation Feedback Form Teacher Candidate Name: __________________________________ Date: ____________________ School: ____________________________________________________________________________ Evaluation completed by:

__

Master Teacher: ________________________________

OR

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. Summary of Candidate’s strengths:

Areas to be developed:

Teacher Candidate Signature: ___________________________________________ Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

170

1. Engaging and Supporting All Students in Learning

Notes/Comments

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design. 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning

2. Creating and Maintaining An Effective Environment for Students

Notes/Comments

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional settings.

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

Notes/Comments

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs.

171

4. Planning Instruction and Designing Learning Experiences for All Students

Notes/Comments

4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc.

5. Assessing Student Learning

Notes/Comments

5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs.

6. Developing As A Professional Educator

Notes/Comments

6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession.

172

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development Special Education Practicum In Mild/Moderate Disabilities

Midterm and Final Evaluation |SPED 171/172/175/176 Spring _______ Fall ________

20 ______

Midterm (date) ______

Final (date) _____

Teacher Candidate__________________________________________ School_____________________________

Grade Level ______ES ______MS _____HS

District ______________________________ Evaluation completed by: OR

Class Designation ____________________

__

Master Teacher: ________________________________

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. *Please complete midterm evaluation in blue ink and final evaluation in black ink. Please rate candidates on each of the items below using the following key: NA = Not 1 = Insufficient 2 = Beginning: 3 = Developing: Applicable Evidence/Not needs more time showing growth, Met to develop skills evolving

1. Engage and Supporting All Students in Learning

4 = Achieved: exceptional performance

NA

1

2

3

4

1

2

3

4

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning Average score (1) 2. Creating and Maintaining An Effective Environment for Students

NA

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural and linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom procedures and routines that support student learning. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional setting, Average score (2)

174

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs. Average score (3) 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc. Average score (4) 5. Assessing Student Learning 5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs. Average score (5) 6. Developing As A Professional Educator 6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession. Average score (6)

175

7. Other Professional Competencies C6.1 Takes initiative C6.2 Handles information about children, peers, families, colleagues and supervisors ethically. C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor. C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.) C6.5 Respects the attitudes and opinions of others. C6.6 Has attended a professional conference, in-service, or meeting. TOTAL (7)

Midterm

Final

Average (1): ______

Average (1): ______

Average (2): ______

Average (2): ______

Average (3): ______

Average (3): ______

Average (4): ______

Average (4): ______

Average (5): ______

Average (5): ______

Average (6): ______

Average (6): ______

Total (7): ______

Total (7): ______

Sum of above: _____ /30

Sum of above: _____ /30

A = 27-30 B = 24-26

A = 27-30 B = 24-26

Yes = 1

No = 0

Summary of Candidate’s strengths:

Areas to be developed:

Evaluation completed by: University Supervisor Signature ____________________________ --or-Master Teacher Signature ____________________________

Date ______ Date ______

I have reviewed this evaluation with my University Supervisor _______ I accept this evaluation or,

________ I wish to submit an addendum.

Student Signature _______________________________________

Date __________

Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

177

Short-Term Goal Planning Form Following each of your 4 formal observations, complete the following form with your supervisor and/or Cooperating Teacher. Determine 3 short-term goals to work toward between each observation. Name ___________________________Supervisor _________________________Initial Practicum: School: __________________________Cooperating Teacher ________________Final Practicum: Date

Short-Term Goals (based on reflection and supervisor feedback) 1.

Complete

SPED 171 SPED 175

SPED 172 SPED 176

Comments

2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

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Student Self-Reflection This form is to be completed at the Midterm and Final Evaluation. Name _____________________________Supervisor ________________________________

SPED 171 SPED 175

SPED 172 SPED 176

School: ____________________________ Cooperating Teacher ______________________

Midterm

Final

Strengths

Focus Areas

Mid-Semester Meeting 1)

Final Meeting 1)

2)

2)

3)

3)

1)

1)

2)

2)

3)

3)

Meeting Date Optional: Additional experiences I would like to have:

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SECTION IX: EHD 170/170ECE/160A/160B Field Study C

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EHD 170/170ECE: Field Study C: Final Student Teaching Syllabus Course Description: Supervised full-day, semester-long student teaching experience that culminates in assuming all classroom responsibilities for at least two weeks. Teacher candidates should assume primary responsibility for co-teaching and solo teaching on a consecutive basis only when they have been recommended to do so by the cooperating/master teacher and the university supervisor. Required hours are Monday through Friday at a minimum from 1/2 hour before school starts until at least 1/2 hour after the school day ends plus seminars/lab times and school activities to be announced. (CCTC 15) Seminars will be called both during and beyond the school day for specialized training from district trainers and or university faculty.

Multiple Subject Program Requirements: This course is a required course in Phase 3 of the Multiple Subject Program. Field Study C is designed to be taken concurrently with SPED 179, Differentiated Instruction and Classroom Management (Multiple Subject Only)and 170A . Prerequisites: Successful completion Phase 2 of the Multiple Subject or Dual Credential Program: CI 100, CI 175, CI 176, LEE 177, EHD 178/110D, EHD178A. Concurrent enrollment in SPED 179 (Multiple Subject Only). Course Information: $10.00 lab fee Units: 9 Time: Mon.-Fri. 8:00-4:00 + Seminars as assigned. Location: School Site: Website:

Instructor Name: Office Number: Email: Telephone: Office Hours:

Required Texts and Instructional Materials:  Multiple Subject Student Teaching Handbook  Candidates will be required to access Blackboard for syllabus, assignments, resources, etc. (The University provides free email accounts to all students. Internet accounts are available for a fee through unWired Broadband (https://www.unwiredbb.com/).  Download from the following California Department of Education website: http://www.cde.ca.gov/re/pn/fd/       

 

Common Core State Standards Mathematics and Science Content Standards Visual and Performing Arts Content Standards, pre-kindergarten through grade twelve Reading/Language Arts Frameworks for California Public Schools, 2000 Revised Edition Mathematics Framework for California Public Schools History-Social Science for California Public Schools Health Framework for California Public Schools Physical Education for California Public Schools English Language Development Standards for Public Schools Core curriculum

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 Red three ring binder with dividers  Lesson plan book (continued from previous placement)  Fresno Assessment of Student Teachers, FAST (available on Task Stream or the Kennel Bookstore)  Registration for Task Stream – this can be done on line see FAST manual Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning.              

Teacher Candidates will formulate specific pedagogical skills for the instruction of reading language arts, math, and science (TPE 1; NCATE 1.1, 1.3, 1.4, 1.7) Teacher Candidates will monitor student learning during instruction (TPE 2; NCATE 1.7). Teacher Candidates will interpret and use assessments for planning instruction (TPE 3; NCATE 1.7). Teacher Candidates will make content accessible (TPE 4; NCATE 1.3, 1.4). Teacher Candidates will engage students in the learning process (TPE 5; NCATE 1.3). Teacher Candidates will utilize developmentally appropriate teaching practices (TPE 6; NCATE 1.7). Teacher Candidates will apply pedagogical theories, principals and instructional practices for comprehensive instruction of English learners. (TPE 7; NCATE 1.6 Valuing Diversity) Teacher Candidates will draw upon an understanding of patterns of child and adolescent development to understand their students. (TPE 8; NCATE 1.4) Teacher Candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. (TPE 9; NCATE 1.1) Teacher Candidates will allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. (TPE 10;) Teacher Candidates will develop and maintain clear expectations for academic and social behavior and create a positive environment for learning. (TPE 11;). Teacher Candidates will exhibit appropriate ethical and legal behavior (TPE 12; NCATE 1.6 Professional Ethics, Life Long Learning). Teacher Candidates will evaluate and reflect upon his/her own teaching practices for the purpose of improvement (TPE 13; NCATE 1.6 Refection, Life Long Learning 1.7). Teacher Candidate will utilize Co-Teaching strategies.

Examinations and Major Assignments: Teacher Candidates will be assessed through written work but the majority of assessments will be performance based. These performance-based assessments will verify the application of theory and research in making instructional decisions and improving pedagogical practices in the candidate’s assigned classroom.

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Holistic Proficiency Project (NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Passing score of 2 or above Teaching Sample Project (NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Passing score of 2 or above  Competencies for Literacy Development (NCATE 1.1, 1.3, 1.4, 1.7)  Field Study C Seminars  Five Formal Lesson Observations by University Supervisor (NCATE 1.1, 1.3, 1.4, 1.6 Reflection, Critical Thinking, Life Long Learning) Assignment and Examination Schedule Date

Assignment

Weeks 1-15

University Supervisors will observe, provide feedback and verify attainment of Teacher Performance Competencies on a weekly basis.

Weeks 7-8

Mid-Semester Assessment/ Goal Setting Meeting Complete 50% of the Multiple Subject Teaching Competencies Documented attendance at all required seminars.

Week 10

Teaching Sample Project Due – Hardcopy and submitted on Task Stream

Weeks 13-15

Supervisor Evaluation, Master Teacher Survey, and Dispositions Survey submitted on Task Stream

Weeks 14-15

Final Assessment/Goal Setting Meeting All competencies including Holistic Proficiency Project (TPA 3, TPE 12, 13), Teaching Sample Project Written Plan (CCTC 3a; TPE 2, 3, 8, 9, 10, 11, 13), Teaching Sample Project Classroom Performance Assessment Observation (CCTC 3b; TPE 2, 3, 8, 9, 10, 11, 13), Competencies for Literacy Development – EHD 170 and required University Supervisor observations must be successfully completed and verified by the last day of instruction.

Assignment completion: Course-related assignments may be drawn from students in your final student teaching/practicum placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments.

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General Field Placement Course Policies Assignment completion: Course-related assignments may be drawn from students in your field placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of your field placement. Such interference may result in having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Grading: Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field assignment(s). Field Study C provides many opportunities for multi-modal assessments. University Supervisors will visit the school site weekly. Reflective journaling, observations, written lesson plans, lesson analysis and implementation of teaching strategies with students in the classrooms will provide evidence of proficiency. There is a mid-way progress report in a three-way conference with Master Teacher, Teacher Candidate, and University Supervisor. The Master Teacher also collaborates with the supervisor, completes a final assessment form, and meets with the Teacher Candidate at the end of the semester. The University Supervisor verifies competencies on a regular basis including completion of the Holistic Proficiency Project and Teaching Sample Project. Teacher Performance Assessment (TPA 3: Teaching Project) requires a written document as well as a classroom performance assessment visitation/observation by a university supervisor. Competencies are outlined in the Field Work Handbook. Satisfactory completion of all competencies including passing scores of 2 or above on the Teaching Sample Project and the Holistic Proficiency Project, as verified by the University Supervisor, is required for credit in the course. Failure to submit the Teacher Performance assessments by the required timeline may place a teacher candidate in jeopardy of not receiving credit for the course. . Retaking Field Placement Courses : Students who receive a ‘no credit’ grade in any field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. This plan should include their Plan of Assistance. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who receive a grade of “No Credit” for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination

Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and Program Coordinator. Approval will only be granted if all course requirements have been met, recommendation from the supervisor and the time frame falls in the last 4-6 weeks of the semester. Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. The Professional Dress: The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained.

Tentative Course Schedule – EHD 170/170ECE Field Study C Teaching Sample Project: (TPA 3a-b TPE 2, 3, 8, 9, 10, 11, 13) Week 1

Supervisor Orientation Meeting School Site Orientation Meeting Students in Context

Week 2-3

Content Analysis and Learning Outcomes

Week 3-4

Assessment Plan

Week 4-5

Design for Instruction Instructional Decision-Making

Week 8

Analysis of Student Learning Reflection and Self Evaluation

Week 10

Teaching Sample Project Due Including Observation/Verification

Weeks 1-15

Teacher Candidates will plan, teach and assume responsibilities for one new subject, adding an additional subject each week, in their classroom assignment. Teacher Candidates’ lessons must align with the California Content Standards in the areas of Reading, Math, Science, and Social Science, Visual and Performing Art, Health, Physical Education, and English Language Development. The Teacher Candidates will also note how IEP goals are being met in these lessons. The lessons will incorporate modifications and student accommodations that include specific strategies for special needs. All lessons plans require written reflections after being implemented in the classroom (CCTC 3a, b, d, 4a, d, ). This experience will culminate in assuming responsibility for the entire school day for a minimum of two weeks (TPA 1A- 6A or 6B,7,8,9,10,11,12, 13 CCTC 3(a-e), 4(ae), 5 (c-f), 7 A(c), 8A (a-f), 9(a), 10(b-e), 12(a, c, d, f), 13(b, e, f), 14(d, e) Teacher Candidates collect evidence for Holistic Proficiency Project and Competencies for Literacy Development.

Seminars Weeks 1-12

Content Specific Teaching Strategies for Physical Education Grades K-8 (CCTC 8A (e)) Content Specific Teaching Strategies for Health in Grades K-8) (CCTC 8A (f)) Learning to Create a Supportive, Healthy Environment for Student Learning (CCTC 10 a-e) Professionalism and Ethics for Educators Character and Civic Education Conference (Spring Semester Only) Professional Job Search Strategies: Resume Writing Professional Ed Join At Risk Students Interviewing Techniques Administrators Panel Co-Teaching Strategies School safety

NOTE: Teacher Candidates write lesson plans using effective teaching models. The clinical/target, inquiry or integrated teaching models are the approved models and should be demonstrated in lesson planning and implementation. Teacher Candidates review all lesson plans with the Master Teacher at least one day prior to teaching and write a lesson reflection after teaching the lesson (CCTC 3a, b, d, and 4a, d). 187

Subject to Change: This syllabus and schedule are subject to change in the event of extenuating circumstances. University Policies Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in Madden Library 1049 (278-2811). Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. Instructors may require students to sign a statement at the end of all exams and assignments that “I have done my own work and have neither given nor received unauthorized assistance on this work.” If you are going to use this statement, include it here. Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). Make Up Policy for Planned and Unplanned Absences: In the case of an unplanned student absence, papers, tests, and/or homework assignments due during the time the student is absent may be made up only if the student contacts the instructor as soon as practicable after the absence occurs and works out a plan. In the case of authorized absences due to university-sponsored activities, students should expect to submit their work to the instructor on or before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework assignments. See grading policy in syllabus for additional information. When a student is absent for an extended time period, a viable make-up plan may not be feasible. In these circumstances, other options such as dropping the class for a serious and compelling reason or withdrawal from the university may be appropriate. 188

Computers: "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live . . . Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page: http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf For copyright Questions & Answers: http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf Digital Campus course web sites contains material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

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Bibliography & Resources Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the elementary grades. Boston: Pearson. Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: ASCD Publication. Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman. Clay, M. M. (2002). An observation survey of early literacy achievement ( 2nd ed.). Portsmouth, NH: Heinemann. (C) Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann. Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann. Elements and principles of design: Student guide with activities. (2000). Glenview, Ill: Crystal Productions. Eggen,P. & Kauchak, D. (2004). Windows on Classrooms, (6th ed.). Merrill Prentice Hall: Columbus, OH. Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in school. New York: Simon & Schuster. Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.). Merrill/Prentice Hall. Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics . Reston, VA: Author. (www.nctm.org) Orlich, D., Harder, R, Callahan, R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston: Houghton Mifflin. Roger, K, Howell, L, Smith, A, Clarke, P, & Henderson, C. (2000). The Usborne internet-linked science encyclopedia. London: Usborne. Sherman, S. & Sherman, R. (2004). Science and science teaching: Methods for integrating technology (2nd ed.). Boston: Houghton Mifflin. Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings. Smith, T.E., Edward, A.P., Patton, J.R., & Dowdy, C.A. (2001). Teaching students with special needs in inclusive settings. (3rd ed.). Boston: Allyn & Bacon. Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten through grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T) Thompson, Julia G., (2002). First-year teacher’s survival kit. San Francisco: Jossey-Bass.

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Van de Walle, J. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston: Allyn & Bacon. Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon. Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain View, CA: Harry K. Wong.

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EHD 170/170ECE: Final Student Teacher Weekly Pacing Guide Week 1

Lesson Planning Attend all seminars and meet with University Supervisor.

Teaching

Teaching Sample Project

Holistic Proficiency Project

Literacy Competencies

Read Teaching Sample Project requirements.

Read Holistic Proficiency Project requirements. Set up file folders

Read Literacy Competency requirements

Work on Students in Context section of Teaching Sample Project

Lesson plans for subject 1 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

If subject 1 is language arts refer to Literacy Competencies before writing plans to make sure requirements are met.

Week 2 Discuss the competencies and CoTeaching with the Master Teacher & note expectations that will affect you

Learn students’ names, class schedules, management procedures & record keeping

Discuss expectations for classroom management

Familiarize yourself with school personnel, resources & policies (recess, lunch, school nurse, before/after school routines)

Set a weekly meeting time Pencil in timeline for teaching language arts, math, science, social studies, Teaching Sample Project and two week takeover.

Literacy competency #1 –Assess 2 struggling readers. Complete the initial assessment template.

Assume Responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties.

Decide on a topic for Teaching Sample Project Write Lesson Plans for Subject I Week 3 Write Lesson Plans for Subjects 1 -2

Assume Responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties.

Students in Context section of Teaching Sample Project complete. Begin Content Analysis of Teaching Sample Project

Teach Subject 1 Use information from Students in Context to identify and plan for focus students.

Lesson plans for subject 2 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met. Put in plans for subject 1 in appropriate file folder.

If subject 2 is language arts refer to Literacy Competencies before writing plans to make sure requirements are met.. Discuss and plan with Cooperating teacher a time for completing literacy competencies for example- 3 weeks of guided reading.

Week 4 Write Lesson Plans for Subjects 13

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties.

Content Analysis section of Teaching Sample Project complete. Begin Assessment Plan of Teaching Sample Project

Lesson plans for subject 3 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure TPE requirements have been met.

Teach Subjects 1-2: Put plans for subject 2 in appropriate file folder.

If subject 3 is language arts refer to Literacy Competencies before writing plans to make sure requirements are met.

Lesson Planning

Teaching

Teaching Sample Project

Holistic Proficiency Project

Literacy Competencies

Lesson plans for subject -4 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

If subject 4 is language arts refer to Literacy Competencies before writing plans to make sure requirements are met.

Week 5 Write Lesson Plans for Subjects 1-4 including plans for teaching Sample Project.

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties.

Assessment Plan section of Teaching Sample Project complete. Begin Design for Instruction for Teaching Sample Project

Teach Subjects 1-3

Put plans for subject 3 in appropriate file folder. Week 6 Write Lesson Plans for Subjects 15 including plans for teaching Sample Project.

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties.

Design for Instruction section of Teaching Sample Project complete.

Teach Subjects 1-4

Lesson plans for subject 5 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

If subject 5 is language arts refer to Literacy Competencies before writing plans to make sure requirements are met.

Put plans for subject 4 in appropriate file folder. Week 7 Write Lesson Plans for Subjects 16

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties. Teach Subjects 1-5 including the Teaching Sample Project.

Implement Teaching Sample Project Begin Instructional Decision Making Design for Instruction for Teaching Sample Project

Teach Subjects 1-5

Lesson plans for subject 6 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

Mid-Term Eval. – Supervisor, Master Teacher & Teacher Candidate 50% of Holistic Proficiency Project & Competencies for Literacy Dev. documented & ready for review.

Put plans for subject 5 in appropriate file folder.

Week 8 Write Lesson Plans for Subjects 17

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties. Teach Subjects 1-6 including the Teaching Sample Project.

Implement Teaching Sample Project Continue Instructional Decision Making Design for Instruction for Teaching Sample Project

Lesson plans for subject 7 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

If subject 7 is language arts refer to Literacy Competencies to make sure requirements are met.

Put plans for subject 6 in appropriate file folder.

Week 9

Write Lesson Plans for Subjects 1-8

Continue responsibility for opening activities, monitoring students during independent work, read alouds, and helping with supervision duties. Teach Subjects 1-5 including the Teaching Sample Project. Teach Subjects 1-7

Complete Analysis of Student Learning Teaching Sample Project Complete Reflection and Self Evaluation section of Teaching Sample Project

Lesson plans for subject 8 can be used for Holistic Proficiency Project. Review rubric before writing plans to make sure requirements for TPE’s have been met.

If subject 8 is language arts refer to Literacy Competencies sign off sheet before writing.

Put plans for subject 7 in appropriate file folder.

193

Lesson Planning

Week 10

Plan for all and resume all duties

Teaching

Plan, teach and resume all duties

Teaching Sample Project

Holistic Proficiency Project

Teaching Sample Project DUE to University Supervision

Give lesson plans and reflections to supervisor to sign off on literacy competency log.

Week 11

Plan and resume all duties

Teach! Teach! Teach!

Begin completing reflections on evidence in Holistic file.

Week 12

Plan and resume all duties

Teach! Teach! Teach!

Reflections on evidence in Holistic file complete.

Week 13

Plan and resume all duties

Teach! Teach! Teach!

Week 14-15

Plan and resume all duties

Teach! Teach! Teach!

Final Evaluation Meeting with Master Teacher

Literacy Competencies

Literacy Competency #1 – Complete post assessment on a struggling reader. All Holistic Proficiency Project, Competencies for Literacy Development and Teaching Sample Project documented and ready for final meeting with University Supervisor

194

195

EHD 170/170ECE Teacher Candidate End of the Semester Checklist for Final Meeting with University Supervisor Teaching Sample Project - scored hardcopy returned to Teacher Candidate. Teacher Candidate has submitted project on TaskStream Holistic Proficiency Project -evidence reviewed by supervisor & submitted on TaskStream Dispositions Survey- submitted on TaskStream Cooperating/Master Teacher Survey- submitted on TaskStream Supervisor Evaluation- submitted on TaskStream Competencies for Literacy Development EHD 170/170ECE Mid and Final Certification of Competency Mid- Semester Teacher Candidate Assessment/Goal Setting-EHD 170/170E CE Final Teacher Candidate Assessment/Goal Setting –EHD 170/170ECE Phase Three Professional Development Plan (signed by supervisor and kept with the teacher candidate to be used in an Induction program) All of the above paperwork must have appropriate signatures

197

Direct Instruction Lesson Plan Name

I.D. #

Date Grade Level

Subject/Content Area School

Competency#

University Supervisor’s Signature

Cooperating/Master Teacher’s Signature

Materials

Time

K-12 Academic Content Standard/Common Core State Standards California Standards for the Teaching Profession Co-Teaching Strategy Objective

Set

Input/Procedures

Guided Practice

Closure/ Independent Practice

Assessment Plan

Adaptations/Modifications for Focus Student 1:

Adaptations/Modifications for Focus Student 2: Additional Supports for Non-Focus Students:

198

Written reflection (after the lesson has been taught)

What went well? (strengths/successes of lesson)

Did all students meet the learning objective? What evidence do you have to support this?

Would you teach this lesson again the same way or change it to make it more effective? What changes would you make and why?

Reflect on the strategy/strategies that you used for focus student 1 and focus student 2? Was the strategy successful? What evidence do you have to support this success?

How did you integrate co-teaching strategies into this lesson?

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Co-Teaching Strategies & Examples Strategy

One Teach, One Observe

One Teach, One Assist

Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example

One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors. Example: One teacher can observe students for their understanding of directions while the other leads. An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties. The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need re-teaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom. 200

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California State University, Fresno Kremen School of Education & Human Development EHD 170/170ECE Final Student Teaching Competency Log Name

Semester

Cooperating/Master Teacher School

Grade Level District

University Supervisor Student I.D. Number The purpose of this log is to document the successful attainment of competency in various teaching activities. The EHD 170/170ECE competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’S). The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the verification of that completion, the logs will be filed by the University Supervisor in the student’s program file in room 250 the education building.

Mid-Semester Certification of Competency Based on the accompanying Student Teaching Competency assessments, I/we recommend: The Teacher Candidate has achieved the competencies necessary to advance to the second half of EHD 170/170ECE. Although the Teacher Candidate evidences some significant weaknesses at this point in the semester, s/he should be allowed to progress to the next phase of EHD 170/170ECE with the understanding that continued improvement is required for the successful completion of EHD 170/170ECE. The Teacher Candidate has not developed the competencies necessary to progress to the next phase of EHD 170/170ECE. Cooperating/Master Teacher University Supervisor Teacher Candidate Date

202

California State University, Fresno Kremen School of Education & Human Development EHD 170/170ECE Final Student Teaching Competency Log Name

Semester

Cooperating/ Master Teacher

Grade Level

School

__

District

University Supervisor

Student I.D. Number

The purpose of this log is to document the successful attainment of competency in various teaching activities. The EHD 170/170ECE competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’s). The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the verification of that completion, the logs will be filed by the University Supervisor in the student’s program file in room 250 the education building.

Final Certification of Competency The Teacher Candidate developed and successfully implemented the Teaching Sample Project and submitted it on Task Stream. The Teacher Candidate successfully completed the Holistic Proficiency Project and submitted it on Task Stream. The Teacher Candidate successfully planned and implemented the Competencies for Literacy Development. ______ The Teacher Candidate planned and resumed all classroom duties for at least two weeks and documented in lesson plans the use of all 7 Co-Teaching strategies. ______ The Teacher Candidate completed the Professional Development Plan for BTSA Induction The Teacher Candidate models exemplary professional behavior and dress. The Teacher Candidate demonstrates the use of oral and written language (Language of Instruction) that is clear, concise, consistent, and easily understood by students with varying linguistic ability. English _____ Spanish_____ Hmong_____ The Teacher Candidate attended all Field Study C seminars ______Orientation ______Teacher Performance Assessment Overview ______Co-Teaching _______Teaching Strategies for Physical Education ______Character and Civic Ed. Conference Creating a Supportive, Healthy Environment for Student Learning _____School Safety ______Teaching Strategies for Health ______Child Abuse _______At Risk Students ______Interview Panel _______Resume Writing/Professional File Cooperating/Master Teacher University Supervisor______ Teacher Candidate

___

Date 203

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School of Education and Human Development Office of Field Experiences Teacher Candidate’s Name School

I.D. # Semester

Cooperating/Master Teacher

Grade Level University Supervisor

Mid-Semester – Teacher Candidate Assessment/ Goal Setting – EHD 170/160A/160B ELEMENTS OF COMPETENCE 1.

ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING

2.

CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

3.

UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING

4.

PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS

5.

ASSESSING STUDENTS FOR LEARNING

6.

DEVELOPING AS A PROFESSIONAL EDUCATOR

On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if needed. The student is requested to write a reaction statement.

Cooperating/Master Teacher

Date

University Supervisor

Date

Teacher Candidate

Date 204

Teacher Candidate Strengths:

Goals/Areas Needing Improvement:

Teaching Sample Project Completed: 1 2 3 4 5 6 7 Holistic Competencies Completed: 1 2 3 4 5 6 7 8 9 LEE Competencies Completed: 1 2 3 4 5 6 7 Cooperating/Master Teacher Comments:

University Supervisor Comments:

Teacher Candidate Reaction /Goals:

Teacher Candidate: __________________________________Date:___________________

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School of Education and Human Development Office of Field Experiences Teacher Candidate’s Name School

I.D. # Semester

Cooperating/Master Teacher

Grade Level _____________ University Supervisor

Final – Teacher Candidate Assessment/Goal Setting – EHD 170/160A/160B ELEMENTS OF COMPETENCE 1.

ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING

2.

CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING

3.

UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING

4.

PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS

5.

ASSESSING STUDENTS FOR LEARNING

6.

DEVELOPING AS A PROFESSIONAL EDUCATOR

On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if needed. The student is requested to write a reaction statement.

Cooperating/Master Teacher

Date

Supervisor

Date

Teacher Candidate

Date

206

Teacher Candidate Strengths:

Goals/Areas Needing Improvement:

Cooperating/Master Teacher Comments:

University Supervisor Comments:

Teacher Candidate Reaction/Goals:

Student Signature:

Date:

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Guidelines For EHD 170, 170ECE, 160A, 160B Teacher Candidate Evaluation Thank you for writing this evaluation, which can be used for employment purposes. In accordance with the Family Educational Rights and Privacy Act of 1974 (as amended), the Teacher Candidate will have access to this evaluation. It may be photocopied and sent to employers at the candidate’s request. The student teaching evaluation is considered the most important part of the new teacher's file. It may be responsible for the candidate’s success or failure in getting a position. Please give this evaluation directly to the student so he/she can make a copy for his or her file. The student will then forward the original to our office. Thank you for your assistance. The narrative portion of the evaluation is very important and should elaborate upon professional competencies. Please evaluate the Teacher Candidate in relation to other beginning teachers and indicate the Teacher Candidate’s potential for success in teaching. The following are possible areas for evaluation under suggested main headings:

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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1 Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.1

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

California State University, Fresno Kremen School of Education and Human Development Office of Professional Field Experiences Teacher Candidate Information Sheet EHD 170/170ECE/160A/160B Semester/Year Name

ID Number

Telephone Number

Cell Number

Address Street Email School

City @mail.fresnostate.edu

Zip

Master Teacher____________________________

Undergraduate Major Graduate Major Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc. __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Outline your weekly schedule of classes __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Total Units this Semester On a separate page or the back side of this paper write a short summary of your background including the reasons you chose to become a teacher. Make copies for your Master Teacher and University Supervisor.

California State University, Fresno Office of Professional Field Experiences Observation Form Teacher School Grade Candidate Cooperating University Date Teacher Supervisor Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Lesson Plan  Topic and Objective Observed ________________________________________ Time __________________ Language of Instruction ____________________Co-Teaching Strategy ________________________ TPE 1A

TPE 2 TPE 3 TPE 4 TPE 5 TPE 6

Teaching Performance Expectations Subject-Specific Pedagogical Skills for Multiple TPE 7 Teaching English Learners Subject Teaching Assignments: English-Language TPE 8 Learning About Students Arts/Mathematics/Science /History-Social Science TPE 9 Instructional Planning Monitoring Student Learning During Instruction TPE 10 Instructional Time Interpretation and use of Assessments TPE 11 Social Environment Making Content Accessible TPE 12 Professional, Legal, and Ethical Obligations Student Engagement TPE 13 Professional Growths Developmentally Appropriate Teaching Practices: K-3 & 4-8

Directions: Record and document lines of evidence in terms of CSTP domains and specific behaviors/activities found in TPEs and TPAs. Provide feedback accordingly to participating student teachers. Use CSTP and TPEs, and TPAs as a guide to conduct observations.

Observations

Areas to be developed

Teacher Candidate Goals:

Observer Signature:

Teacher Candidate Signature: __________________________ Copies distributed: University Supervisor (white), Cooperating Teacher (pink), and Teacher Candidate (yellow)

212

213

Classroom Observation Feedback Form Teacher Candidate Cooperating Teacher

School

Grade

University Supervisor

Date

Lesson Plan 

Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Topic and Objective Observed O=Observed NO=Not Observed CSTP Making Subject Matter Comprehensible to Students

O

NO

Evidence

TPE 1A Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments: EnglishLanguage Arts/Mathematics/Science/History-Social Science

CSTP Assessing Student Learning

TPE 2 Monitoring Student Learning During Instruction TPE 3 Interpretation and use of Assessments

CSTP Engaging and Supporting Students in Learning

TPE 4 Making Content Accessible

TPE 5 Student Engagement

TPE 6 Developmentally Appropriate Teaching Practices TPE 6A – Grades K-3/TPE 6B – Grades 4-8 TPE 7 Teaching English Learners

CSTP Planning Instruction and Designing Learning Experiences for Students

TPE 8 Learning About Students

TPE 9 Instructional Planning Co-Teaching Strategy ______________ CSTP Creating and Maintaining Effective Environments for Students Learning

TPE 10 Instructional Time

TPE 11 Social Environment

CSTP Developing as a Professional Educator

TPE 12 Professional, Legal, and Ethical Obligations

TPE 13 Professional Growth

Summary: Observer Signature:

Teacher Candidate Signature: _________________________________ Copies distributed: University Supervisor (white), Cooperating Teacher (pink), and Teacher Candidate (yellow)

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215

Competencies for Literacy Development: Phase III Field Study C: EHD 170/170ECE/160A or 160B -Final Student Teaching The following activities will be completed in a EHD 170/160A or160B field placement. Teacher candidates are required to turn in lesson plan or plans, evidence of teaching, and a reflection to their university supervisor for each competency. Supervisor’s Signature Reading ______ 1. Identify 2 struggling readers. Administer assessments to determine the students’ literacy dispositions (motivation/interests), print skills (decoding/spelling), comprehension, writing skills, and vocabulary knowledge. Analyze the assessments and write a paragraph or two for each student describing what the assessment data shows about each student’s strengths/weaknesses. Use the template included to record assessment results and write your analysis. At the end of the semester, use the same tools to assess both students’ literacy weaknesses. Use the same template to record results and write a paragraph or two for each student reflecting on the ways your instruction impacted student growth. ______ 2. Based on your analysis of the 2 struggling readers, include specific modifications in your lesson plans to demonstrate how your instruction was differentiated to support their literacy needs and strengths. Submit 3 lesson plans with these modifications and 3 samples of student work. ______ 3. Plan for and teach a minimum of 3 weeks of small group reading instruction for an advanced group of readers (e.g., guided reading, literature circles, collaborative strategic reading). Provide lesson plans that demonstrate you differentiated instruction for various ability levels. ______ 4. Plan for and teach a minimum of 5 reading lessons that integrate the CCSS for English/Language Arts and/or the CCSS for Literacy in History/Social Science, Science and Technical Subjects with specific California Content Area standards (Science or Social Studies). At least 1 lesson must address CCSS (SL 2 for your grade level),. Submit lesson plans and a written reflection for all 5 lessons. Writing ______ 5. Plan and teach a series of writing lessons (3-5) to guide students through the process of using the five steps of the Writing Process (Prewriting, Drafting, Revising, Editing and Publishing). The lesson should address Narrative Writing (CCSS Writing 3- for your grade level). Submit all lesson plans, examples of student work that show evidence of each step, and a written reflection on the entire process.

216

______ 6. Plan and teach a series of writing lessons (3-5) to guide students through the process of using the five steps of the Writing Process (Prewriting, Drafting, Revising, Editing and Publishing). The lesson should address Informative/Explanatory Writing (CCSS Writing 2- for your grade level). Submit all lesson plans, examples of student work that show evidence of each step, and a written reflection on the entire process. ______ 7. Incorporate technological tools for reading (e. g., web quest, SmartBoard) or writing (e. g., word processing, PowerPoint, web pages.) into 3-5 of your lessons. This competency may be done in combination with any of the other competencies. Submit a reflection on the way technology supported and/or hindered the students’ learning.

217

Initial Assessments for Struggling Readers Student Name ____________________________ Date:_________________________ Teacher ________________________ District & School Site __________________

I.

Initial Assessment Information (provide results of each assessment)

Print skill:

Vocabulary:

Comprehension:

Fluency:

Interest and motivation:

Writing Development:

Analysis of strengths/weaknesses

218

Post Assessment for a Struggling Reader Student Name: _________________________Date: _________________________

II.

Post-assessment results/Progress achieved

II.

Assessment Information (provide results of each assessment)

Print skill:

Vocabulary:

Comprehension:

Fluency:

Interest and motivation:

Writing Development:

Analysis of Progress

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SECTION IX: EHD 170A: Field Study C Seminar

220

221

EHD 170A: Field Study C Seminar 2 U NI TS L O C A TI ON Instructor: Email:

I NS T RU C T O R

Andrea DaSilva-Perez [email protected]

CATALOG DESCRIPTION This seminar accompanies Field Study C to provide opportunities for candidates to investigate and discuss a variety of topics and strategies and to reflect on issues that surface during their student teaching experience. Credit / No Credit Grading Only. Prerequisite: Concurrent enrollment in EHD 170, EHD 170ECE, or SPED 175/176. COURSE OVERVIEW This seminar contributes to an effective student teaching experience through regular meetings of Multiple Subject teacher candidates to examine important topics related to teaching and working at a school site. Candidates will have opportunities to observe and discuss effective strategies in a variety of areas and to discuss the observations with their peers. They will also be able to share and discuss issues that surface during the student teaching experiences.

PRIMARY LEARNING OUTCOMES Candidates enrolled in EHD 170A will: 1. discuss topics related to planning, student engagement, classroom management, equity, assessment, instructional resources, implementing co-teaching strategies, instruction designed to meet the needs of at-risk students, professional and legal obligations, and other current issues, and examine how they apply to the placement school site. 2. analyze effective strategies modeled by experts, including literacy across the curriculum. 3. collaborate on possible solutions to issues related to the final student teaching placement. 4. address the California Standards for the Teaching Profession and Teacher Performance Expectations/Assessments.

COURSE READINGS AND MATERIALS

 Multiple Subject Credential Program Student Teaching and Internship Handbook  Fresno Assessment of Student Teacher: A Manual for Teacher Candidates  Additional Readings (as assigned) ASSIGNMENTS The following will be completed by students enrolled in EHD 170A. 222

PARTICIPATION Teacher candidates will actively participate in seminars related to teaching and connected to the student teaching experience. Participants will be expected to: (a) make contributions to discussions; (b) make connections to the classroom; (c) ask questions; (d) show sensitivity to people’s feelings and beliefs; (e) demonstrate a positive attitude; and, (f) demonstrate professionalism. SEMINAR REFLECTIONS AND EVALUATIONS Teacher candidates must complete a total of 5 written reflections and seminar evaluations on the topics identified by an asterisk in the course schedule. These reflections and evaluations must be submitted on Blackboard within one week of the date of the seminar. If these items are not submitted within one week, teacher candidates will need to complete the extra non-teaching assignments related to the topic, as described below in the Attendance Policy. The written reflections will be scored on a credit/no-credit bases based on the rubric below. Any reflection not rated acceptable on the rubric needs to be redone until deemed acceptable. [See end of the syllabus for format for reflections, evaluations, and rubric.]

GRADING POLICY Your grade will be determined on the following basis: This is a credit no-credit course. In order to receive credit for this course, you must attend all seminars, complete 5 seminar reflections and evaluations, and receive credit for 5 seminar reflections and evaluations. Seminar reflections are graded on a credit no credit basis. To receive full credit for your reflections follow the grading rubric below and use the template provided on blackboard. All reflections must be submitted on Blackboard within one week of the date of the seminar. The seminar dates and due dates for your reflections are listed below. It is your responsibility to check blackboard periodically to review your current grade on your reflections. If you received no-credit for a reflection, check the comments box for suggestion on how to receive credit, and resubmit your paper to [email protected]. ATTENDANCE POLICY This is a credit no-credit course. For credit, students are expected to attend all scheduled seminars and participate in seminars. Students with excused absences (maximum of 2) will be assigned to a Saturday class to complete their makeup assignments. The date for Saturday class is listed below in the course schedule or on blackboard. Students who are excessively late (maximum of 2) to the seminars or late turning in their reflections or evaluations will complete a one page extra non-teaching assignment in addition to their seminar reflection.

223

TENTATIVE COURSE SCHEDULE This syllabus and schedule are subject to change in the event of extenuating circumstances. Check blackboard for the most updated schedule. If you are absent from class, it is your responsibility to check on announcements made while you were absent. Session

Topic

Date/Time/Location

1

Professionalism Orientation

TBA

2

Teacher Performance Expectations Teacher Performance Assessments

TBA

3

Professional File Preparation (ED Join)

TBA

4*

Health/Healthy Environment

TBA

5*

Child Abuse Awareness

TBA

6*

Physical Education

TBA

7*

Supporting the At-Risk Child

TBA

8*

Interview Preparation

TBA

9*

Character and Civic Education Conference (spring only)

TBA

*Written reflection AND seminar evaluation required. Seminar sessions include a three-hour per topic format with the following areas of emphasis: Professionalism Orientation: Teacher candidates review components of professional behavior expectations and ethics. Teacher Performance Expectations and Assessments: Teacher candidates learn how to utilize Task Stream and how to access resources to demonstrate teacher performance expectations and produce teacher performance assessments. Professional File Preparation: Teacher candidates learn the techniques necessary to prepare an electronic professional portfolio. *Health/Healthy Environment: Teacher candidates learn the health standards from school nurses who provide teaching techniques to integrate the teaching of health into the classroom. *Child Abuse Awareness: Teacher candidates learn child abuse awareness and reporting practices. *Physical Education: Teacher candidates participate in a variety of lessons where they learn resources and techniques for teaching physical education.

224

*Supporting the At-Risk Child: Teacher candidates learn local resources to serve students who are atrisk. *Interview Preparation: Local educational administrators present and provide an overview of their districts, employment opportunities, and professional elements that they look for when they interview candidates. Job Fair: Teacher candidates interview with area employers. (Spring Only) *Character and Civic Education Conference: Teacher candidates participate in an all day conference to learn about professional ethics. They attend sessions with teaching resources and techniques to serve at-risk students. (Spring Only) UNIVERSITY POLICIES STUDENTS WITH DISABILITIES Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811). HONOR CODE “Members of the CSU Fresno academic community adhere to principles of academic integrity and mutual respect while engaged in university work and related activities.” You should: a) understand or seek clarification about expectations for academic integrity in this course (including no cheating, plagiarism and inappropriate collaboration) b) neither give nor receive unauthorized aid on examinations or other course work that is used by the instructor as the basis of grading. c) take responsibility to monitor academic dishonesty in any form and to report it to the instructor or other appropriate official for action. CHEATING AND PLAGIARISM "Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term 'cheating' not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). COMPUTERS "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations 225

and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." DISRUPTIVE CLASSROOM BEHAVIOR "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live. Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." COPYRIGHT POLICY Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with copyright and fair use policies, the University encourages you to visit its Copyright Web Page (http://csufresno.edu/library/information/copyright/). Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, republished, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the web site.

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Seminar Reflection Seminar Session: Presenter: Date:

Describe two concepts learned: (Minimum: 100 words) How may you apply the concepts in your field course? (Minimum: 100 words) What questions do you have on the topic? (Minimum: two questions)

Seminar Evaluation Seminar Session: Presenter: Date:

What were the highlights of this presentation? What areas of the topic would you like more information? Additional Comments/Suggestions for the Presenter: Overall Rating: Excellent Good

Fair

Poor

Impact on Your Student Teaching Experience: Very Helpful Helpful

Somewhat Helpful

Not Helpful

Rubric No Credit

Credit

Developed a substandard written reflection which:

Developed a strong written reflection of at least 100 words which effectively:

a.) Described one (1) concept that was learned from the seminar. b.) Described how the learned concept could be applied in the classroom. c.) Demonstrated a below-proficient command of writing mechanics by developing a reflection with 4 or more grammatical, spelling or punctuation errors.

a.) Described two (2) or more concepts that were learned from the seminar. b.) Described specific examples how the concepts could be applied in the classroom. c.) Demonstrated a proficient command of writing mechanics by developing a reflection with minimal (3 or less) grammatical, spelling or punctuation errors.

d.) Used different format or template d.) Used template provided on blackboard.

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SECTION X: SPED 175 Final Practicum Mild/Moderate

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SPED 175 Syllabus Final Practicum in Mild/Moderate Disabilities Prerequisites All required coursework for credential must be completed (through Semester 2 [SPED-only] or 3 [Dual]). Concurrent enrollment in SPED 246, SPED 219, and SPED 233 required, or Program Coordinator permission. Course Description Supervised full-day, semester-long teaching experience in mild/moderate or moderate/severe setting. At least four weeks must be consecutive full-day experience that includes teaching and other related duties. Teacher candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Required Texts and Instructional Materials: Special Education Student Teaching Handbook will be on Blackboard. California State University, Fresno e-mail account (The University provides free email accounts to all students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html. Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.) In final practicum, teacher candidates are expected to 1. Exhibit intellectual integrity and sustain open discussion of ideas 2. Maintain student records appropriately and confidentially 3. Interact with students and their families in ways that demonstrate respect for the individual and models respect for culture, religion, gender, and lifestyle orientation of students and their families 4. Accurately reflect on and evaluate own practice, accept and consider constructive criticism and professional advice 5. Use a variety of non-biased, standardized and non-standardized techniques, instruments and processes that are functional, curriculum-referenced, performance-based, and appropriate to the diverse needs of individual students to • assess developmental, academic, behavioral, social, communication, vocational and community life skills needs of students • assess outcomes of instruction • communicate student functioning to others • collaboratively develop individualized educational plans • write IEPs following team meetings • develop instructional strategies 6. Demonstrate program competencies in field settings that include students from culturally/ethnically/linguistically diverse backgrounds 7. Develop and maintain a learning environment that is conducive to student learning and promotes positive student behavior, accommodates diverse physical, emotional, cultural and linguistic needs of students 8. Plan, implement and manage daily classroom routines and instructional time to reflect maximum use of instructional time and effective teaching strategies for the population and setting 230

9. Participate in collaborative relationships with cooperating or mentor teacher, other school faculty and staff, related service delivery personnel, and families demonstrating appropriate communication, problem solving, and responsibility 10. Demonstrate ability to guide and facilitate work of paraprofessionals, peer tutors, interpreters, and volunteers within the context of the learning environment 11. Plan and implement series of effective well-sequenced lessons that reflect knowledge of students' culture/language/ethnic background and abilities 12. Utilize appropriate technology for instruction and assessment 13. Maintain appropriate classroom management with behavioral supports that are positive, proactive and respectful 14. Use functional analysis to design and implement positive behavioral support plans 15. Use information about individual student characteristics to select appropriate instructional goals, strategies, and techniques Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning. Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9) 1. Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment. 2. Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment. Monitoring Student Learning During Instruction (TPE 2) 1. Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP). 2. Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. 3. Education Specialist candidates anticipate, check for, and address common student misconceptions and misunderstandings. Interpretation and Use of Assessments (TPE 3) (PS 5) 1. Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments. 2. Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom. 3. Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards. 231

Making Content Accessible (TPE 4) (PS 3, 6, 8, 13) 1. Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures. 2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards 3. Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics 4. Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities. Student Engagement (TPE 5) (PS 7, 12) 1. Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills. 2. Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels. 3. Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy. 4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings Developmentally Appropriate Teaching Practices (TPE 6) (PS 11) 1. Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development. 2. Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability. Teaching English Learners (TPE 7) (PS 10, 12, 13) 1. Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. 2. Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. 3. Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. 232

Learning About Students (TPE 8) (PS 12, 13) 1. Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students. 2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations. Instructional Planning (TPE 9) (PS 3, 13) 1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. 2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching practices that promote the achievement of student outcomes. 3. Education Specialist candidates use student outcome data to systematically adapt and modify instruction and learning environments based on specific learning disabilities and other handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP objectives in academic, social skill, behavioral, career/transition, and personal and community domains. Instructional Time (TPE 10) 1. Education Specialist candidates allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. 2. Education Specialist candidates establish procedures for routine tasks and manage transitions to maximize instructional time. 3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities. Social Environment (TPE 11) (PS 12) 1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. 2. Education Specialist candidates work collaboratively with general education teachers and other professionals to provide effective positive behavior support in a variety of educational settings. 3. Education Specialist candidates demonstrate abilities to work across programs with the IEP team to design, implement, evaluate, and modify behavior plans that are individualized, proactive, comprehensive, and based on thorough functional analyses. Professional, Legal, and Ethical Obligations (TPE 12) (PS 2) 1. Education Specialist candidates manage their professional time spent in teaching responsibilities to ensure that academic goals are met. 2. Education Specialist candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals Professional Growth (TPE 13) (PS 4) 1. Education Specialist candidates evaluate their own teaching practices and subject matter 233

knowledge in light of information about the state-adopted academic content standards for students and student learning. 2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

General Practicum Policies Assignment completion: Course-related assignments may be drawn from students in your practicum placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of student teaching. Such interference may result in student teachers having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and Program Coordinator. Approval will only be granted if all course requirements have been met, recommendation from the supervisor and the time frame falls in the last 4-6 weeks of the semester. Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. The Professional Dress: The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog

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insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained. Retaking Field Placement Courses : Students who don’t receive a passing grade of an “A” or a “B” in a field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students who don’t receive a passing grade of an “A” or a “B” in a field placement course are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. Their Plan of Assistance should be attached to this form. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who don’t receive passing grade (“A” or “B”) for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional – never post information about students or the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained.

University Policies Available for review on the following website: http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm

Course Requirements Teacher candidates will be assessed through written work, but the majority of assessment will be performance based. These performance-based activities will verify the application of theory and research in making instructional decisions and improving pedagogical practices in the candidates’ assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent courses to complete assignments in your assigned field placement.

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Evaluation 1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum of two formal evaluations of your teaching and implementation of other duties during the semester and complete the appropriate forms. (Cooperating teacher applies only to those students who are not teaching in their own classrooms [i.e., Interns.) 2. University Supervisor Observations: Your university supervisor will visit the practicum site approximately one time every two weeks (a minimum of six visits). There will be four scheduled formal observations in which candidates are required to provide a full lesson plan (format provided by university supervisor) and two required informal observations. Candidates should expect supervisors to make some random visits. Lesson plans (Plan Book) should always be available to supervisors when they visit. Candidates are required to call their university supervisor if they are going to be off campus or absent from school on any day. The supervisor will provide written feedback on documentation of competencies after each visit. Observation requirements are outlined below. 3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will provide credible evidence of their ability to facilitate learning by meeting the Teaching Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process Standards that have been identified by research and best practice as fundamental to improving student learning. The Teaching Performance Expectations (TPEs) being evaluated include the addendums for candidates seeking the Education Specialist Credential in Mild/Moderate Disabilities. Requirements can be found in the Practicum Packet. 4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating Teacher observations will be based upon the CSTPs. GRADING POLICY FOR FINAL PRACTICUM Candidates must receive a grade of A or B as a result of their performance in their classrooms and documentation of the required standards. The cooperating teacher and university supervisor jointly confer with the candidate and complete the appropriate forms designed for evaluation of SPED 175. There is a mid-term progress report and a final report done in a three-way conference with cooperating teacher, student teacher, and university supervisor.

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Grading for SPED 175 will be as follows: Assignments/Requirements General Portfolio Requirements Midterm Evaluation

Points 252 points 30 points

A = 27-30 B = 24-36

Final Evaluation

30 points

A = 27-30 B = 24-36

Total Points Possible

312 points

Notes *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate shows insufficient progress in one or more areas, please complete a Plan of Assistance. *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate continues to show insufficient progress, then the Candidate will need to complete a Special Considerations form, which will be reviewed by the Special Considerations committee, in order to determine whether or not s/he will be able to proceed with Final Practicum. 281 - 312 = A 250 – 280 = B

Teacher candidates may petition the faculty to retake a course. The student may be allowed an additional field experience based on the circumstances and the assessment of the individual’s potential for success. This decision is made in consultation with the members of the Kremen School of Education and Human Development Admissions and Standards Committee. CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up to 16 semester units of undergraduate coursework at California State University, Fresno. Post baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major, (3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade substitution on the same basis as undergraduates provided the original course was completed when the student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent grade is the same or higher, the new grade will be substituted for the original grade. Only the substituted grade will be used in determining the student's grade point average. Grade substitution can be made no more than two times for an individual course. If the original grade was C, CR, or better, the course cannot be repeated for grade substitution. Joint Assessment Process by Cooperating/Master Teachers/University Supervisors Cooperating Teachers and University Supervisors have an important collaborative role in the teacher education program. Roles and responsibilities will be discussed by both parties early in the semester at the school site orientation meetings. At the end of the semester (or while in progress, if deemed necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of each together and discuss those that may have been done differently; talk about any concerns; and provide suggestions for each other. If there are serious discrepancies between the two parties in terms of how they view each other’s performance and support, it is encouraged that the school principal/school-site management team and/or the Kremen School of Education and Human Development Director of Professional Field Experiences be notified (559-278-0257). It is always the 237

intention that concerns be resolved as soon as possible. The final grade is the responsibility of the University Supervisor. Recommended Week-By-Week Course Schedule *Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of requirements Seminars Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Finals

Attend, as scheduled, throughout the semester Orientation/Meet with Supervisor/Master Teacher Complete Students in Context: Class Profile Forms Formal Observation 1 - Supervisor Formal Observation 1 – Master Teacher Formal Observation 2 - Supervisor Formal Observation 3 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Formal Observation 4 - Supervisor Midterm Evaluation Formal Observation 2 – Master Teacher Formal Observation 5 - Supervisor Formal Observation 6 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Final Evaluation Supervisors – submit copies of all formal observations, midterm and final evaluations, and student dispositions

Assignments General Portfolio Requirements:  Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.  Copies of Lesson Reflections: These may be included at the end of your lesson plans.  Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Additional Portfolio Requirements  Students in Context: Class Profile  Daily Instructional Block Plan  Special Education Cover Letter and Resume  Special Education Philosophy Statement  Special Education Resources o Teachers o Parents/Families o Students  Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy described in the table. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). 238

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Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to participate in activities and meetings at your school site, as appropriate. Please collaborate with your Cooperating Teacher and Supervisor to arrange your attendance at meetings. Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep examples of communication with teachers, parents, and other colleagues. Candidate Dispositions Form – Complete Candidate Dispositions form and submit to supervisor

Signature Course Assignments:  Include signature assignments from courses in which you are concurrently or were previously enrolled.  Descriptions and requirements for each assignment will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1

Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.1

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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Practicum Completion Checklist/Evaluation – SPED 175 General Portfolio Requirements 

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.

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Copies of Lesson Reflections: These may be included at the end of your lesson plans.

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Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Lesson Plans and Reflections

TPEs

Completion

Score

Co-Taught Lesson 1 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______/42

Co-Taught Lesson 2 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______/ 42

Intervention Lesson KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______/ 42

Explicit Instruction Lesson KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______/ 42

Assessment KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______/ 42

Video Lesson/Other KWO Lesson Reflection Short-Term Goal(s) MT Observation 1 KWO Lesson Reflection

1-13 12, 13 12, 13 12, 13 1-13 12, 13 12, 13

Date observed: Complete Complete Complete Date observed: Complete Complete

______/ 42

MT Observation 2 KWO Lesson Reflection

1-13 12, 13 12, 13

Date observed: Complete Complete

Two-Week Lesson Plans (can be for lessons you teach as part of your Teaching Sample Project: Intervention Plan [SPED 246]; reviewed with supervisor)

1 - 13

Complete

Points earned/Points possible: _______/252 Comments:

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TPEs

Additional Portfolio Requirements Students in Context: Class Profile

2 – 9, 11

Daily Instructional Block Plan

1-11

Special Education Cover Letter

13

Special Education Philosophy Statement

12, 13 12, 13

Special Education Resume Special Education Resources  Teachers  Parents/Families  Students Co-Teaching Observations & Reflections (See next page)

Completed

9, 10 8, 10 6, 7, 8 4, 5, 9, 10, 13

Participation in Grade-Level, Parent-Teacher, SST, etc. meetings

10, 12, 13

Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed).

3, 7, 10 - 13

Candidate Disposition Form Student Self-Reflection (Mid-semester)

12, 13

Student Self-Reflection (Final)

12, 13

Attendance at all EHD 170C Field Study seminars (*Interns attend intern seminars instead): Seminars will be verified with an attendance stamp. _____ Teaching Strategies for Physical Education

_____ Character and Civic Education Conference (Spring only)

_____ Creating a Supportive, Healthy Environment for Student Learning

_____ Interview Panel _____ Professional File

_____ Co-Teaching _____ Resume Writing _____ Teaching Strategies for Health _____ At Risk Students

*All of the above items must be completed in order to receive a passing grade (‘B’ or better). Comments:

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Signature Course Assignments to Date (including current semester) Include signature assignments from courses in which you are concurrently or were previously enrolled. Course

Assignment

TPEs

SPED 246 Special Education Teaching Sample Project: Intervention Plan 1 - 13 SPED 246 Individualized Education Plan (including mock IEP meeting) 3, 4, 6, 8 - 13 SPED 219 Instructional Assistant Training and Management Plan: Part 1 9 - 11 SPED 219 Final Project 3, 6, 8-12 SPED 233 Research Design Paper or Action Research Design 3, 4, 6 – 9, 12, 13 Descriptions and requirements for each assignment in the table above will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

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Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Co-Teaching Strategies Strategy Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

Observation Date

Supervisor Signature

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

244

245

Students in Context: Class Profile Grade Level: _____ Student’s Initial

English Learner: Level, Primary Language other than English

Age Range: _____

Special Needs IEP, 504, Medical, GATE

Males: _____ Females: _____

Additional Individual Descriptors for Instructional Planning: Anecdotal records/notes about academic progress, reading level, strengths, interests, motivational strategies, learning preferences, etc.

246

Reflection: How does the information about individual students provided in the class profile aid in designing and delivering instruction?

Physical Arrangement of the Classroom

Classroom Rules/Management

Attendance Procedures

247

Dress Code

School Schedule

Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking and answering questions.

248

249

Daily Instructional Block Plan (May be adapted to fit context) Date: ___________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

250

K-W-O Chart DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on your current practice and indicate: 1. What I know about my instructional practice 2. What I want to know about my instructional practice 3. What I would like my supervisor or cooperating teacher to observe

K-W-O Chart What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and procedures in my class, etc.)

What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs of my EL students, etc.)

What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design meets the needs of my EL students, etc.)

Adapted from: http://ca-btsainduction.org/fact/modules/assessment

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Lesson Plan Template Name: Date of Lesson: Grade Level(s): Title/Lesson Topic: Subject/Content Area: Duration: Unit Description: Lesson Description (in student-friendly language): State Standards: Co-Teaching Strategy (optional)

Goals Unit Goals (expected outcomes for unit in observable/measurable terms): Lesson Goals (expected outcomes for lesson in observable/measurable terms):

Vocabulary Word

Student-Friendly Definition

Materials

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Methods Anticipatory Set: Introduce and Model New Knowledge Provide Guided/Collaborative Practice Provide Independent Practice: Closure (review what was learned) Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s) [What’s the criteria?)? Formative/Ongoing Assessment: Summative/End Of Lesson Assessment: Classroom/Behavior Management Strategies

Supports for students with disabilities and/or English Learners Student’s disability or diversity

Support (including accommodations or modifications)

Reflection What went well? (strengths/successes of lesson) Were all students successful? Did they meet your learning objective(s)? How do you know? Were the supports you provided for students appropriate? Did they improve access to the content and activities? How do you know? What areas of the lesson need improvement? What might you do differently if you were to teach this lesson again? What did you learn from teaching this lesson? Additional Comments:

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Name_______________________________

Date(s)_________________________

SPED Lesson Plan Rubric *Scores will be based on written lesson plan and on lesson delivery SCORING KEY:

3 - Achieved: performed successfully 2 - Developing: showing growth, evolving 1 - Beginning: initial stage, needs more time to develop skills

1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards 3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s) cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the particular group of students and the curriculum. 2- Something is missing. 1-Very limited in scope, needs significant improvement.

Score

2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format) 3-The expected outcomes are appropriate for this group and are written in measurable, observable terms. The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were considered. 2-Further explanation may be needed. 1-The expected outcomes may be inappropriate for this group of students. The outcomes are not measurable or observable.

Score

3. Vocabulary 3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of English learners and students with special needs are addressed. 2-Some element is missing or needs further explanation. 1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.

Score

4. Materials 3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine if there are needs that may not be addressed by the program materials. There is excellent match between goals/objectives, worksheets and activities. 2-Materials list appears incomplete. 1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.

Score

5. Methods 5a. Anticipatory Set 3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review of previous learning that is important to the understanding of the current lesson. The set may tap prior knowledge or experience. The students must be told why this lesson is important as appropriate to their developmental level. The written explanation is clear and detailed. 2-The set could be improved with further reflection and input from other professionals. 1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed and/or discussed with other professionals. 5b. Introduce and Model New Knowledge (with Timelines) 3-A detailed outline of the procedures/input the students will experience is provided. Evidence of differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided. The lesson ends with a review and may preview the next lesson. 2-A detailed outline may be provided, but estimated times are missing. 1-The outline is lacking detail.

Score

Score

254

5c. Provide Guided Practice 3-During the lesson the students receive differentiated practice with the concept under the thoughtful guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice the concept with the teacher nearby to give feedback. The written description is complete. 2-The description is incomplete in some aspect. 1-Very minimal explanation or use of guided practice.

Score

5d. Provide Independent Practice 3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e., differentiated) 2-The independent practice is incomplete in some way. 1-The independent practice is incompatible with the remainder of the lesson.

Score

5e. Provide Closure 3-.Closure is aligned explicitly with the lesson 2-The closure is incomplete in some way. 1-The closure is incompatible with the remainder of the lesson or is missing.

Score

6. Assessment 3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the lesson; formative and summative assessments are noted. 2-Further explanation is needed. 1-The assessments used need to be improved.

Score

7. Classroom/Behavior Management Strategies 3-The classroom and behavior management system is described in detail and is appropriate for this group of students. 2-The classroom and behavior management system is described but may need more details or the management system may need to be modified for this group of students. 1-The description is minimal. A complete understanding of the importance of a management system may be lacking.

Score

8. Supports for Students with Disabilities and/or English Learners 3-All elements of the requested information have been addressed demonstrating a strong knowledge base; accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet student needs for support. 2-Something is missing or lacks detail. 1-The information provided is significantly incomplete or there is a mismatch between the support provided and actual student needs.

Score

9. Lesson Reflection 3-The written responses to the questions are complete and demonstrate a high level of self-reflection. 2-Some improvement is needed. 1-There is minimal response to the requested questions and a minimal understanding of the reflective process.

Score

10. Spelling/Grammar 3-The lesson plan is written with few or no spelling/grammar errors. 2-Spelling/Grammar could improve. 1-Several spelling/grammar errors are evident.

Score

Total _______/42

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CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development

Special Education Practicum Observation Feedback Form Teacher Candidate Name: __________________________________ Date: ____________________ School: ____________________________________________________________________________ Evaluation completed by:

__

Master Teacher: ________________________________

OR

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. Summary of Candidate’s strengths:

Areas to be developed:

Teacher Candidate Signature: ___________________________________________ Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

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1. Engaging and Supporting All Students in Learning

Notes/Comments

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design. 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning

2. Creating and Maintaining An Effective Environment for Students

Notes/Comments

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional settings.

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

Notes/Comments

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs.

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4. Planning Instruction and Designing Learning Experiences for All Students

Notes/Comments

4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc.

5. Assessing Student Learning

Notes/Comments

5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs.

6. Developing As A Professional Educator

Notes/Comments

6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession.

258

259

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development Special Education Practicum In Mild/Moderate Disabilities

Midterm and Final Evaluation |SPED 171/172/175/176 Spring _______ Fall ________

20 ______

Midterm (date) ______

Final (date) _____

Teacher Candidate__________________________________________ School_____________________________

Grade Level ______ES ______MS _____HS

District ______________________________ Evaluation completed by: OR

Class Designation ____________________

__

Master Teacher: ________________________________

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. *Please complete midterm evaluation in blue ink and final evaluation in black ink. Please rate candidates on each of the items below using the following key: NA = Not 1 = Insufficient 2 = Beginning: 3 = Developing: Applicable Evidence/Not needs more time showing growth, Met to develop skills evolving

1. Engage and Supporting All Students in Learning

4 = Achieved: exceptional performance

NA

1

2

3

4

1

2

3

4

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning Average score (1) 2. Creating and Maintaining An Effective Environment for Students

NA

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural and linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom procedures and routines that support student learning. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional setting, Average score (2)

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3. Understanding and Organizing Subject Matter Knowledge for Student Learning

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs. Average score (3) 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc. Average score (4) 5. Assessing Student Learning 5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs. Average score (5) 6. Developing As A Professional Educator 6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession. Average score (6)

261

7. Other Professional Competencies C6.1 Takes initiative C6.2 Handles information about children, peers, families, colleagues and supervisors ethically. C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor. C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.) C6.5 Respects the attitudes and opinions of others. C6.6 Has attended a professional conference, in-service, or meeting. TOTAL (7)

Midterm

No = 0

Final

Average (1)

Average (1)

Average (2)

Average (2)

Average (3)

Average (3)

Average (4)

Average (4)

Average (5)

Average (5)

Average (6)

Average (6)

Total (7)

Total (7)

Sum of above: _____ /30

Sum of above: _____ /30

A = 27-30 B = 24-26

Yes = 1

A = 27-30 B = 24-26

262

Summary of Candidate’s strengths:

Areas to be developed:

Evaluation completed by: University Supervisor Signature ____________________________ --or-Master Teacher Signature ____________________________

Date ______ Date ______

I have reviewed this evaluation with my University Supervisor _______ I accept this evaluation or,

________ I wish to submit an addendum.

Student Signature _______________________________________

Date __________

Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

263

Short-Term Goal Planning Form Following each of your 4 formal observations, complete the following form with your supervisor and/or Cooperating Teacher. Determine 3 short-term goals to work toward between each observation. Name ___________________________Supervisor _________________________Initial Practicum: School: __________________________Cooperating Teacher ________________Final Practicum: Date

Short-Term Goals (based on reflection and supervisor feedback) 1.

Complete

SPED 171 SPED 175

SPED 172 SPED 176

Comments

2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

264

Student Self-Reflection This form is to be completed at the Midterm and Final Evaluation. Name _____________________________Supervisor ________________________________

SPED 171 SPED 175

SPED 172 SPED 176

School: ____________________________ Cooperating Teacher ______________________

Midterm

Final

Strengths

Focus Areas

Mid-Semester Meeting 1)

Final Meeting 1)

2)

2)

3)

3)

1)

1)

2)

2)

3)

3)

Meeting Date Optional: Additional experiences I would like to have:

265

Section XI: SPED 176 Final Practicum Moderate/Severe

266

267

SPED 176 Syllabus Final Practicum in Moderate/Severe Disabilities Prerequisites All required coursework for credential must be completed (through Semester 2 [SPED-only] or 3 [Dual]). Concurrent enrollment in SPED 247, SPED 219, and SPED 233 required, or Program Coordinator permission. Course Description Supervised full-day, semester-long teaching experience in mild/moderate or moderate/severe setting. At least four weeks must be consecutive full-day experience that includes teaching and other related duties. Teacher candidates are required to demonstrate competency in planning, assessment and instructional tasks required of effective special educators while steadily increasing their classroom responsibilities. Required Texts and Instructional Materials: Special Education Student Teaching Handbook will be on Blackboard. California State University, Fresno e-mail account (The University provides free email accounts to all students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html. Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.) In final practicum, teacher candidates are expected to 1. Exhibit intellectual integrity and sustain open discussion of ideas 2. Maintain student records appropriately and confidentially 3. Interact with students and their families in ways that demonstrate respect for the individual and models respect for culture, religion, gender, and lifestyle orientation of students and their families 4. Accurately reflect on and evaluate own practice, accept and consider constructive criticism and professional advice 5. Use a variety of non-biased, standardized and non-standardized techniques, instruments and processes that are functional, curriculum-referenced, performance-based, and appropriate to the diverse needs of individual students to • assess developmental, academic, behavioral, social, communication, vocational and community life skills needs of students • assess outcomes of instruction • communicate student functioning to others • collaboratively develop individualized educational plans • write IEPs following team meetings • develop instructional strategies 6. Demonstrate program competencies in field settings that include students from culturally/ethnically/linguistically diverse backgrounds 7. Develop and maintain a learning environment that is conducive to student learning and promotes positive student behavior, accommodates diverse physical, emotional, cultural and linguistic needs of students 8. Plan, implement and manage daily classroom routines and instructional time to reflect maximum use of instructional time and effective teaching strategies for the population and setting 268

9. Participate in collaborative relationships with cooperating or mentor teacher, other school faculty and staff, related service delivery personnel, and families demonstrating appropriate communication, problem solving, and responsibility 10. Demonstrate ability to guide and facilitate work of paraprofessionals, peer tutors, interpreters, and volunteers within the context of the learning environment 11. Plan and implement series of effective well-sequenced lessons that reflect knowledge of students' culture/language/ethnic background and abilities 12. Utilize appropriate technology for instruction and assessment 13. Maintain appropriate classroom management with behavioral supports that are positive, proactive and respectful 14. Use functional analysis to design and implement positive behavioral support plans 15. Use information about individual student characteristics to select appropriate instructional goals, strategies, and techniques Primary Learning Outcomes The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC), Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education (NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics, Valuing Diversity, Collaboration, Life-Long Learning. Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9) 1. Education Specialist candidates instruct students in the core academic curriculum at the grade levels and in the service delivery modes of their legal assignment. 2. Education Specialists deliver a comprehensive program of systematic instruction with accommodations and adaptations in the academic subjects of their assignment. Monitoring Student Learning During Instruction (TPE 2) 1. Education Specialist candidates use progress monitoring at key points during instruction to determine whether students are progressing adequately toward achieving the frameworks and state-adopted academic content standards for students based on their students’ Individualized Education Programs (IEP). 2. Education Specialist candidates pace instruction and re-teach content based on evidence gathered using assessment strategies such as questioning students and examining student work and products. 3. Education Specialist candidates anticipate, check for, and address common student misconceptions and misunderstandings. Interpretation and Use of Assessments (TPE 3) (PS 5) 1. Education Specialist candidates will demonstrate their ability to use formative, and summative evaluations such as work samples, observations, portfolios, curriculum-based assessments. 2. Education Specialist candidates make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are standards-based, curriculum-based, and appropriate to the diverse needs of individual students in varied learning environments, including the general education classroom. 3. Education Specialist candidates acquire the ability to assess students with mild/moderate disabilities on CA Frameworks, core curriculum and content standards. 269

Making Content Accessible (TPE 4) (PS 3, 6, 8, 13) 1. Education Specialist candidates demonstrate the ability to participate in the development and implementation of IEP instructional goals aligned with the California content standards to the effective inclusion in the general education core curriculum with the use of appropriate adaptations and modifications, instructional materials, supports and classroom procedures. 2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that students with mild/moderate disabilities have access to all content areas standards 3. Education Specialist candidates demonstrate the use of supplementary materials that wrap around the core content standards of language arts and mathematics 4. Education Specialist candidates demonstrate the ability to use computer-based technology to facilitate the teaching and learning process, including assistive technology to facilitate communication, curriculum access, and skill development of students with mild/moderate disabilities. Student Engagement (TPE 5) (PS 7, 12) 1. Education Specialist Candidates develop strategies that will allow students to foster their independence, practice self-determination and engage in pragmatic interaction skills. 2. Education Specialists demonstrate the ability to provide students with opportunities to engage in academic and social pursuits based on the student’s developmental and functioning levels. 3. Education Specialists demonstrate the ability to teach and facilitate the development of communication skills, which promote choice making, independence and self-advocacy. 4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures, such as peer-mediated, small and whole group, and independent structures to facilitate active participation and learning of diverse groups of learners in general education and special education settings Developmentally Appropriate Teaching Practices (TPE 6) (PS 11) 1. Education Specialist candidates demonstrate the ability to set student expectations based on their knowledge of typical and atypical development. 2. Education Specialist candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability. Teaching English Learners (TPE 7) (PS 10, 12, 13) 1. Education Specialist candidates apply pedagogical theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. 2. Education Specialist candidates use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content comprehensible to English learners. 3. Education Specialist candidates allow students to express meaning in a variety of ways, including in their first language, and, if available, manage first language support such as paraeducators, peers, and books. They use questioning strategies that model or represent familiar English grammatical constructions. They make learning strategies explicit. 270

Learning About Students (TPE 8) (PS 12, 13) 1. Education Specialist candidates use formal and informal methods to assess student’s prior mastery of academic language abilities, content knowledge, and skills to maximize learning opportunities for all students. 2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations. Instructional Planning (TPE 9) (PS 3, 13) 1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with state-adopted academic content standards for students. 2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching practices that promote the achievement of student outcomes. 3. Education Specialist candidates use student outcome data to systematically adapt and modify instruction and learning environments based on specific learning disabilities and other handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP objectives in academic, social skill, behavioral, career/transition, and personal and community domains. Instructional Time (TPE 10) 1. Education Specialist candidates allocate instructional time to maximize student achievement in relation to state-adopted academic content standards for students, instructional goals and scheduled academic tasks. 2. Education Specialist candidates establish procedures for routine tasks and manage transitions to maximize instructional time. 3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/instructional assistants, and volunteers for useful instructional activities. Social Environment (TPE 11) (PS 12) 1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. 2. Education Specialist candidates work collaboratively with general education teachers and other professionals to provide effective positive behavior support in a variety of educational settings. 3. Education Specialist candidates demonstrate abilities to work across programs with the IEP team to design, implement, evaluate, and modify behavior plans that are individualized, proactive, comprehensive, and based on thorough functional analyses. Professional, Legal, and Ethical Obligations (TPE 12) (PS 2) 1. Education Specialist candidates manage their professional time spent in teaching responsibilities to ensure that academic goals are met. 2. Education Specialist candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals Professional Growth (TPE 13) (PS 4) 1. Education Specialist candidates evaluate their own teaching practices and subject matter 271

knowledge in light of information about the state-adopted academic content standards for students and student learning. 2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies.

General Field Placement Course Policies Assignment completion: Course-related assignments may be drawn from students in your field placement; however, additional time outside of required field placement hours will likely be necessary to complete some of these assignments. Outside commitments: Employment, coursework, or family and personal responsibilities cannot be excuses for failing to meet the requirements of your field placement. Such interference may result in having to withdraw from the experience or make the adjustments necessary in their personal lives to fulfill the requirements of the program. Retaking Field Placement Courses : Students who don’t receive a passing grade of an “A” or a “B” in a field placement course, who wish to retake the course, are required to meet with the University Supervisor, Director of Field Placements, or Program Coordinator to develop a remediation plan. This plan will state the areas of concern, action (recommendations for remediation), resources needed to support teacher candidate, and date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate must sign and date the plan. Students are also required to complete a Special Consideration form, and submit it to ED 100 by the required date. This plan should include their Plan of Assistance. The petition to retake the course will be reviewed by the Special Consideration Admissions and Standards Committee. The teacher candidate will be informed of the committee’s decision by email. Students who don’t receive a passing grade (“A” or a “B”) in a field placement course for a second time will be dismissed from the Credential Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are responsible for full tuition regardless of circumstances leading to termination. Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by adding days to the field placement experience, which must be completed by the last day of finals week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed with the supervisor, Field Placement Coordinator, and Program Coordinator. Substitute Teaching: Teacher candidates are not permitted to serve as a substitute while on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and Program Coordinator. Approval will only be granted if all course requirements have been met, recommendation from the supervisor and the time frame falls in the last 4-6 weeks of the semester.

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Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary professional and ethical behavior at all times. Professional behavior includes not receiving and or making cell phone calls or texting during class time. Facebook or similar online forms of communication should be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the Student Teacher Handbook can serve as a guide. The Professional Dress: The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate or a professional ethical demeanor is not maintained. University Policies Available for review on the following website: http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm

Course Requirements Teacher candidates will be assessed through written work, but the majority of assessment will be performance based. These performance-based activities will verify the application of theory and research in making instructional decisions and improving pedagogical practices in the candidates’ assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent courses to complete assignments in your assigned field placement. Evaluation 1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum of two formal evaluations of your teaching and implementation of other duties during the semester and complete the appropriate forms. (Cooperating teacher applies only to those students who are not teaching in their own classrooms [i.e., Interns.) 2. University Supervisor Observations: Your university supervisor will visit the practicum site approximately one time every two weeks (a minimum of six visits). There will be six scheduled formal observations in which candidates are required to provide a full lesson plan (format provided by university supervisor) and two required informal observations. Candidates should expect supervisors to make some random visits. Lesson plans (Plan Book) should always be available to supervisors when they visit. Candidates are required to call their university supervisor if they are going to be off campus or absent from school on any day. The supervisor will provide written feedback on documentation of competencies after each visit. Observation requirements are outlined below. 3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will provide credible evidence of their ability to facilitate learning by meeting the Teaching Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process Standards that have been identified by research and best practice as fundamental to improving student learning. The Teaching Performance Expectations (TPEs) being evaluated include the addendums for candidates seeking the Education Specialist Credential in Mild/Moderate Disabilities. Requirements can be found in the Practicum Packet. 4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating Teacher observations will be based upon the CSTPs. 273

GRADING POLICY FOR FINAL PRACTICUM Candidates must receive a grade of A or B as a result of their performance in their classrooms and documentation of the required standards. The cooperating teacher and university supervisor jointly confer with the candidate and complete the appropriate forms designed for evaluation of SPED 175. There is a mid-term progress report and a final report done in a three-way conference with cooperating teacher, student teacher, and university supervisor.

Grading for SPED 176 will be as follows: Assignments/Requirements

Points

General Portfolio Requirements Midterm Evaluation A = 27-30 B = 24-36

252 points 30 points

Final Evaluation A = 27-30 B = 24-36

30 points

Total Points Possible

312 points

Notes *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate shows insufficient progress in one or more areas, please complete a Plan of Assistance. *Candidates must average a “3” on all items with no “1s”; with a minimum score of 24. If the candidate continues to show insufficient progress, then the Candidate will need to complete a Special Considerations form, which will be reviewed by the Special Considerations committee, in order to determine whether or not s/he will be able to proceed with Final Practicum. 281 - 312 = A 250 – 280 = B

Teacher candidates may petition the faculty to retake a course. The student may be allowed an additional field experience based on the circumstances and the assessment of the individual’s potential for success. This decision is made in consultation with the members of the Kremen School of Education and Human Development Admissions and Standards Committee. CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up to 16 semester units of undergraduate coursework at California State University, Fresno. Post baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major, (3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade substitution on the same basis as undergraduates provided the original course was completed when the student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent grade is the same or higher, the new grade will be substituted for the original grade. Only the substituted grade will be used in determining the student's grade point average. Grade substitution can be made no more than two times for an individual course. If the original grade was C, CR, or better, the course cannot be repeated for grade substitution. Joint Assessment Process by Cooperating/Master Teachers/University Supervisors 274

Cooperating Teachers and University Supervisors have an important collaborative role in the teacher education program. Roles and responsibilities will be discussed by both parties early in the semester at the school site orientation meetings. At the end of the semester (or while in progress, if deemed necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of each together and discuss those that may have been done differently; talk about any concerns; and provide suggestions for each other. If there are serious discrepancies between the two parties in terms of how they view each other’s performance and support, it is encouraged that the school principal/school-site management team and/or the Kremen School of Education and Human Development Director of Professional Field Experiences be notified (559-278-0257). It is always the intention that concerns be resolved as soon as possible. The final grade is the responsibility of the University Supervisor. Recommended Week-By-Week Course Schedule *Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of requirements Seminars Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Finals

Attend, as scheduled, throughout the semester Orientation/Meet with Supervisor/Master Teacher Complete Students in Context: Class Profile Forms Formal Observation 1 - Supervisor Formal Observation 1 – Master Teacher Formal Observation 2 - Supervisor Formal Observation 3 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Formal Observation 4 - Supervisor Midterm Evaluation Formal Observation 2 – Master Teacher Formal Observation 5 - Supervisor Formal Observation 6 - Supervisor Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments” Final Evaluation Supervisors – submit copies of all formal observations, midterm and final evaluations, and student dispositions

Assignments General Portfolio Requirements:  Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.  Copies of Lesson Reflections: These may be included at the end of your lesson plans.  Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Additional Portfolio Requirements  Students in Context: Class Profile  Daily Instructional Block Plan  Special Education Cover Letter and Resume  Special Education Philosophy Statement 275

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Special Education Resources o Teachers o Parents/Families o Students Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy described in the table. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to participate in activities and meetings at your school site, as appropriate. Please collaborate with your Cooperating Teacher and Supervisor to arrange your attendance at meetings. Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep examples of communication with teachers, parents, and other colleagues. Candidate Dispositions Form – Complete Candidate Dispositions form and submit to supervisor

Signature Course Assignments:  Include signature assignments from courses in which you are concurrently or were previously enrolled.  Descriptions and requirements for each assignment will be provided in class. Grades will be assigned by the instructor for each course. For each assignment, write the grade earned in the last column of the table and include a scored copy in your portfolio, along with any revisions made. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

276

Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs) Comparison Chart TPE CSTP MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS TPE 1: Specific Pedagogical Skills for Subject Matter Instruction  TPE 1A: Subject-specific Pedagogical Skills for Multiple Subject Teaching Assignments  TPE 1B: Subject-specific Pedagogical Skills for Single Subject Teaching Assignments

ASSESSING STUDENT LEARNING TPE 2: Monitoring Student Learning During Instruction TPE 3: Interpretation and Use of Assessments

ENGAGING AND SUPPORTING STUDENTS IN LEARNING TPE 4: Making Content Accessible TPE 5: Student Engagement TPE 6: Developmentally Appropriate Teaching Practices  TPE 6A: Developmentally Appropriate Practices in Grades K-3  TPE 6B: Developmentally Appropriate Practices in Grades 4-8  TPE 6C: Developmentally Appropriate Practices in Grades 9-12 TPE 7: Teaching English Learners PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR STUDENTS TPE 8: Learning about Students TPE 9: Instructional Planning

CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING TPE 10: Instructional Time TPE 11: Social Environment

DEVELOPING AS A PROFESSIONAL EDUCATOR TPE 12: Professional, Legal, and Ethical Obligations TPE 13: Professional Growth

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3) 3.1

Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks 3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter 3.3 Organizing curriculum to facilitate student understanding of the subject matter 3.4 Utilizing instructional strategies that are appropriate to the subject matter 3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students 3.6 Addressing the needs of English learners and students with special needs to provide equitable access to the content ASSESSING STUDENT LEARNING (5) 5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments 5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction 5.3 Reviewing data, both individually and with colleagues, to monitor student learning 5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction 5.5 Involving all students in self-assessment, goal setting, and monitoring progress 5.6 Using available technologies to assist in assessment, analysis, and communication of student learning 5.7 Using assessment information to share timely and comprehensible feedback with students and their families ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1) 1.1 Using knowledge of students to engage them in learning 1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests 1.3 Connecting subject matter to meaningful, real-life contexts 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs 1.5 Promoting critical thinking through inquiry, problem solving, and reflection 1.6 Monitoring student learning and adjusting instruction while teaching

PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4) 4.1

Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction 4.2 Establishing and articulating goals for student learning 4.3 Developing and sequencing long-term and short-term instructional plans to support student learning 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students 4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2) 2.1

Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully 2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students 2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe 2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students 2.5 Developing, communicating, and maintaining high standards for individual and group behavior 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn 2.7 Using instructional time to optimize learning DEVELOPING AS A PROFESSIONAL EDUCATOR (6) 6.1 Reflecting on teaching practice in support of student learning 6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development 6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning 6.4 Working with families to support student learning 6.5 Engaging local communities in support of the instructional program 6.6 Managing professional responsibilities to maintain motivation and commitment to all students 6.7 Demonstrating professional responsibility, integrity, and ethical conduct

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Practicum Completion Checklist/Evaluation – SPED 176 General Portfolio Requirements 

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and Cooperating Teacher.

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Copies of Lesson Reflections: These may be included at the end of your lesson plans.

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Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating Teacher observations and feedback forms. Lesson Plans and Reflections

TPEs

Completion

Score

Co-Taught Lesson 1 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______ /42

Co-Taught Lesson 2 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______ /42

Instructional Plan 1 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______ /42

Instructional Plan 2 KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______ /42

Video Lesson KWO Lesson Reflection Short-Term Goal(s)

1-13 12, 13 12, 13 12, 13

Date observed: Complete Complete Complete

______ /42

Other KWO Lesson Reflection Short-Term Goal(s) MT Observation 1 KWO Lesson Reflection

1-13 12, 13 12, 13 12, 13 1-13 12, 13 12, 13

Date observed: Complete Complete Complete Date observed: Complete Complete

______ /42

MT Observation 2 KWO Lesson Reflection Two-Week Lesson Plans (can be for lessons you teach as part of your Instructional Plan [SPED 247]; reviewed with supervisor)

1-13 12, 13 12, 13 1 - 13

Date observed: Complete Complete Complete

Points earned/Points possible: _______/252 Comments:

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TPEs

Additional Portfolio Requirements Students in Context: Class Profile

2 – 9, 11

Daily Instructional Block Plan

1-11

Special Education Cover Letter

13

Special Education Philosophy Statement

12, 13

Special Education Resume

12, 13

Special Education Resources  Teachers  Parents/Families  Students

9, 10 8, 10 6, 7, 8

Co-Teaching Observations & Reflections (See next page)

4, 5, 9, 10, 13

Participation in Grade-Level, Parent-Teacher, SST, etc. meetings

10, 12, 13

Examples of communication regarding student progress (e.g., progress notes home, parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress reports, event flyers, newsletters, etc. Use home language as needed).

3, 7, 10 - 13

Completed

Candidate Disposition Form Student Self-Reflection (Mid-semester)

12, 13

Student Self-Reflection (Final)

12, 13

Attendance at all EHD 170C Field Study seminars (*Interns attend intern seminars): Seminars will be verified with an attendance stamp. _____ Teaching Strategies for Physical Education

_____ Character and Civic Education Conference (Spring only)

_____ Creating a Supportive, Healthy Environment for Student Learning

_____ Interview Panel _____ Professional File

_____ Co-Teaching _____ Resume Writing _____ Teaching Strategies for Health _____ At Risk Students *All of the above items must be completed in order to receive a passing grade (‘B’ or better). Comments: 279

Signature Course Assignments to Date (including current semester) Include signature assignments from courses in which you are concurrently or were previously enrolled. Course

Assignment

TPEs

SPED 247 Communication Support Plan 1 - 13 SPED 247 Integration Support Plan 3, 4, 6, 8 - 13 SPED 219 Instructional Assistant Training and Management Plan: Part 1 9 - 11 SPED 219 Final Project 3, 6, 8-12 SPED 233 Research Design Paper or Action Research Design 3, 4, 6 – 9, 12, 13 Descriptions and requirements for each assignment in the table above will be provided in class. Grades will be assigned by the instructor for each course. It is expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate growth and depth of understanding.

280

Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections for each strategy (5). Co-Teaching Strategies Strategy Station Teaching

Parallel Teaching

Supplemental Teaching

Alternative (Differentiated)

Team Teaching

Definition/Example The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations. Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change. Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio. Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy. This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated. Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment. Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different. Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story. Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

Observation Date

Supervisor Signature

Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant

281

282

Students in Context: Class Profile Grade Level: _____ Student’s Initials

English Learner: Level, Primary Language other than English

Age Range: _____

Special Needs IEP, 504, Medical, GATE

Males: _____ Females: _____

Additional Individual Descriptors for Instructional Planning: Anecdotal records/notes about academic progress, reading level, strengths, interests, motivational strategies, learning preferences, etc.

283

Reflection: How does the information about individual students provided in the class profile aid in designing and delivering instruction?

Physical Arrangement of the Classroom

Classroom Rules/Management

Attendance Procedures

284

Dress Code

School Schedule

Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking and answering questions.

285

286

Daily Instructional Block Plan (May be adapted to fit context)

Date: ___________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Time: ________

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

Subject

Lesson Objective

Standards Met

Materials Needed

Assessment

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K-W-O Chart DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on your current practice and indicate: 4. What I know about my instructional practice 5. What I want to know about my instructional practice 6. What I would like my supervisor or cooperating teacher to observe

K-W-O Chart What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and procedures in my class, etc.)

What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs of my EL students, etc.)

What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design meets the needs of my EL students, etc.)

Adapted from: http://ca-btsainduction.org/fact/modules/assessment

288

Lesson Plan Template Name: Date of Lesson: Grade Level(s): Title/Lesson Topic: Subject/Content Area: Duration: Unit Description: Lesson Description (in student-friendly language): State Standards: Co-Teaching Strategy

Goals Unit Goals (expected outcomes for unit in observable/measurable terms): Lesson Goals (expected outcomes for lesson in observable/measurable terms):

Vocabulary Word

Student-Friendly Definition

Materials

289

Methods Anticipatory Set: Introduce and Model New Knowledge Provide Guided/Collaborative Practice Provide Independent Practice: Closure (review what was learned)

Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s) [What’s the criteria?)? Formative/Ongoing Assessment: Summative/End Of Lesson Assessment: Classroom/Behavior Management Strategies

Supports for students with disabilities and/or English Learners Student’s disability or diversity

Support (including accommodations or modifications)

Reflection What went well? (strengths/successes of lesson) Were all students successful? Did they meet your learning objective(s)? How do you know? Were the supports you provided for students appropriate? Did they improve access to the content and activities? How do you know? What areas of the lesson need improvement? What might you do differently if you were to teach this lesson again? What did you learn from teaching this lesson? Additional Comments:

290

Name_______________________________

Date(s)_________________________

SPED Lesson Plan Rubric *Scores will be based on written lesson plan and on lesson delivery SCORING KEY:

3 - Achieved: performed successfully 2 - Developing: showing growth, evolving 1 - Beginning: initial stage, needs more time to develop skills

1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards 3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s) cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the particular group of students and the curriculum. 2- Something is missing. 1-Very limited in scope, needs significant improvement.

Score

2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format) 3-The expected outcomes are appropriate for this group and are written in measurable, observable terms. The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were considered. 2-Further explanation may be needed. 1-The expected outcomes may be inappropriate for this group of students. The outcomes are not measurable or observable.

Score

3. Vocabulary 3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of English learners and students with special needs are addressed. 2-Some element is missing or needs further explanation. 1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.

Score

4. Materials 3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine if there are needs that may not be addressed by the program materials. There is excellent match between goals/objectives, worksheets and activities. 2-Materials list appears incomplete. 1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.

Score

5. Methods 5a. Anticipatory Set 3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review of previous learning that is important to the understanding of the current lesson. The set may tap prior knowledge or experience. The students must be told why this lesson is important as appropriate to their developmental level. The written explanation is clear and detailed. 2-The set could be improved with further reflection and input from other professionals. 1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed and/or discussed with other professionals. 5b. Introduce and Model New Knowledge (with Timelines) 3-A detailed outline of the procedures/input the students will experience is provided. Evidence of differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided. The lesson ends with a review and may preview the next lesson. 2-A detailed outline may be provided, but estimated times are missing. 1-The outline is lacking detail.

Score

Score

291

5c. Provide Guided Practice 3-During the lesson the students receive differentiated practice with the concept under the thoughtful guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice the concept with the teacher nearby to give feedback. The written description is complete. 2-The description is incomplete in some aspect. 1-Very minimal explanation or use of guided practice.

Score

5d. Provide Independent Practice 3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e., differentiated) 2-The independent practice is incomplete in some way. 1-The independent practice is incompatible with the remainder of the lesson.

Score

5e. Provide Closure 3- Closure is aligned explicitly with the lesson 2-The closure is incomplete in some way. 1-The closure is incompatible with the remainder of the lesson or is missing.

Score

6. Assessment 3-The assessments reflect explicit alignment to the lesson and are appropriate for assessing the goals of the lesson; formative and summative assessments are noted. 2-Further explanation is needed. 1-The assessments used need to be improved.

Score

7. Classroom/Behavior Management Strategies 3-The classroom and behavior management system is described in detail and is appropriate for this group of students. 2-The classroom and behavior management system is described but may need more details or the management system may need to be modified for this group of students. 1-The description is minimal. A complete understanding of the importance of a management system may be lacking.

Score

8. Supports for Students with Disabilities and/or English Learners 3-All elements of the requested information have been addressed demonstrating a strong knowledge base; accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet student needs for support. 2-Something is missing or lacks detail. 1-The information provided is significantly incomplete or there is a mismatch between the support provided and actual student needs.

Score

9. Lesson Reflection 3-The written responses to the questions are complete and demonstrate a high level of self-reflection. 2-Some improvement is needed. 1-There is minimal response to the requested questions and a minimal understanding of the reflective process.

Score

10. Spelling/Grammar 3-The lesson plan is written with few or no spelling/grammar errors. 2-Spelling/Grammar could improve. 1-Several spelling/grammar errors are evident.

Score

Total _______/42

292

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development

Special Education Practicum Observation Feedback Form Teacher Candidate Name: __________________________________ Date: ____________________ School: ____________________________________________________________________________ Evaluation completed by:

__

Master Teacher: ________________________________

OR

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. Summary of Candidate’s strengths:

Areas to be developed:

Teacher Candidate Signature: ___________________________________________ Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

293

1. Engaging and Supporting All Students in Learning

Notes/Comments

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design. 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning

2. Creating and Maintaining An Effective Environment for Students

Notes/Comments

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional settings.

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

Notes/Comments

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs.

294

4. Planning Instruction and Designing Learning Experiences for All Students

Notes/Comments

4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc.

5. Assessing Student Learning

Notes/Comments

5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs.

6. Developing As A Professional Educator

Notes/Comments

6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession.

295

296

CALIFORNIA STATE UNIVERSITY, FRESNO Kremen School Of Education And Human Development Special Education Practicum In Mild/Moderate Disabilities

Midterm and Final Evaluation |SPED 171/172/175/176 Spring _______ Fall ________

20 ______

Midterm (date) ______

Final (date) _____

Teacher Candidate__________________________________________ School_____________________________

Grade Level ______ES ______MS _____HS

District ______________________________ Evaluation completed by: OR

Class Designation ____________________

__

Master Teacher: ________________________________

__

University Supervisor: ___________________________

This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children. *Please complete midterm evaluation in blue ink and final evaluation in black ink. Please rate candidates on each of the items below using the following key: NA = Not 1 = Insufficient 2 = Beginning: 3 = Developing: Applicable Evidence/Not needs more time showing growth, Met to develop skills evolving

1. Engage and Supporting All Students in Learning

4 = Achieved: exceptional performance

NA

1

2

3

4

1

2

3

4

1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs, including those of English learners; e.g., SDAIE, Universal Design 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students. 1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and appropriately to support student learning Average score (1) 2. Creating and Maintaining An Effective Environment for Students

NA

2.1 Creates a physical and instructional environment that is engaging and reflects the cultural and linguistic diversity of all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. 2.7 Directs activities of classroom procedures and routines that support student learning. 2.8 Utilizes positive behavior support techniques. 2.9 Encourages interactions with typical peers across instructional setting, Average score (2)

297

3. Understanding and Organizing Subject Matter Knowledge for Student Learning

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

NA

1

2

3

4

3.1 Demonstrates knowledge of subject matter content and student development. 3.2 Organizes curriculum to support student understanding of subject matter. 3.3 Interrelates ideas and information within and across subject matter areas. 3.4 Develops understanding through instructional strategies that are appropriate to the subject, and the students, including English learners. 3.5 Uses materials, resources, and technologies to make subject matter accessible. 3.6 Adapts/modifies subject matter to meet students’ individual needs. Average score (3) 4. Planning Instruction and Designing Learning Experiences for All Students 4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and developmental learning needs. 4.2 Establishes and articulates goals and instructional objectives for student learning. 4.3 Develops and sequences instructional activities and materials for student learning. 4.4 Designs short-term and long-term plans to foster student learning. 4.5 Modifies instructional plans to adjust for student needs. 4.6 Develops and implements IEP goals to address students’ individual needs. 4.7 Adapts the general education curriculum, as needed, to improve accessibility to content, materials, activities, etc. Average score (4) 5. Assessing Student Learning 5.1 Establishes and communicates learning goals for all students. 5.2 Collects and uses multiple sources of information to assess student learning. 5.3 Involves and guides all students in assessing their own learning. 5.4 Uses the results of assessments to guide instruction. 5.5 Communicates with students, families and other audiences about student progress. 5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that recognize the confounding features associated with English language acquisition. 5.7 Utilizes assessment data to develop Individual Education Programs (IEP). 5.8 Evaluates instruction and monitors progress of individuals with exceptional learning needs. Average score (5) 6. Developing As A Professional Educator 6.1 Reflects on teaching practices and plans professional development. 6.2 Establishes professional goals and pursues opportunities to grow professionally. 6.3 Works with culturally and linguistically diverse communities to improve professional practice. 6.4 Works with colleagues to improve professional practice. 6.5 Assumes initiative and responsibility for tasks and assignments. 6.6 Collaborates with general education classroom teachers and other school and community personnel to integrate students across instructional environments. 6.7 Uses verbal, nonverbal, and written language effectively. 6.8 Upholds high standards for competence and integrity and exercises sound judgment in the practice of the profession. Average score (6)

298

7. Other Professional Competencies C6.1 Takes initiative C6.2 Handles information about children, peers, families, colleagues and supervisors ethically. C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor. C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.) C6.5 Respects the attitudes and opinions of others. C6.6 Has attended a professional conference, in-service, or meeting. TOTAL (7)

Midterm

No = 0

Final

Average (1)

Average (1)

Average (2)

Average (2)

Average (3)

Average (3)

Average (4)

Average (4)

Average (5)

Average (5)

Average (6)

Average (6)

Total (7)

Total (7)

Sum of above: _____ /30

Sum of above: _____ /30

A = 27-30 B = 24-26

Yes = 1

A = 27-30 B = 24-26

299

Summary of Candidate’s strengths:

Areas to be developed:

Evaluation completed by: University Supervisor Signature ____________________________ --or-Master Teacher Signature ____________________________

Date ______ Date ______

I have reviewed this evaluation with my University Supervisor _______ I accept this evaluation or,

________ I wish to submit an addendum.

Student Signature _______________________________________

Date __________

Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using other means, such as candidate/supervisor interviews or other professional documents.

300

Short-Term Goal Planning Form Following each of your 4 formal observations, complete the following form with your supervisor and/or Cooperating Teacher. Determine 3 short-term goals to work toward between each observation. Name ___________________________Supervisor _________________________Initial Practicum: School: __________________________Cooperating Teacher ________________Final Practicum: Date

Short-Term Goals (based on reflection and supervisor feedback) 1.

Complete

SPED 171 SPED 175

SPED 172 SPED 176

Comments

2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3. 1. 2. 3.

301

Student Self-Reflection This form is to be completed at the Midterm and Final Evaluation. Name _____________________________Supervisor ________________________________

SPED 171 SPED 175

SPED 172 SPED 176

School: ____________________________ Cooperating Teacher ______________________

Midterm

Final

Strengths

Focus Areas

Mid-Semester Meeting 1)

Final Meeting 1)

2)

2)

3)

3)

1)

1)

2)

2)

3)

3)

Meeting Date Optional: Additional experiences I would like to have:

302