EDU 4989: Enhanced Student Teaching Special Education
Modified and
Comprehensive
Instructor,
Department of Education Ms.
Paula Brownyard
Office: College
Work Phone Number: 425-3264
Home Phone Number: 664-7855
Course Description:
The terminal experience for the pre-licensure teachers is a full 15 weeks under the supervision of a master teacher in the public school system and is conducted at two sights covering the age range indicated for the endorsement area.
Conceptual Framework:
Throughout this
course, the Lambuth University Education Department’s F.A.C.E. conceptual framework is incorporated as a basis for the
instructional design and the outcomes derived from the implementation of the
instruction by means of preparation for the FUTURE, emphasis on ACTION,
interaction with the COMMUNITY, and
concentration on ENGAGEMENT as
defined in the Teacher Education Handbook (2004).
Discipline Taught. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.
Student Learning and Development. Candidates understand how students learn and develop and provide learning opportunities that support student intellectual, social and personal development.
Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
Communication. Candidates use knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the learning environment.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community and curriculum goals.
Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.
Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well being.
Standard 11
Technology.
11.a Candidates use technology and technology based resources to facilitate developmentally appropriate student learning.
11. b Candidates use technology to enhance their professional growth and productivity.
11. c Candidates effectively use and manage all technology available to them and explore uses of emerging resources.
Discipline Taught and Foundations of Special Education. Candidates know, understand, an use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matters.
1.1 Candidates demonstrate a solid base of understanding of the major concepts, assumptions, issues, and processes of inquiry in the general curriculum related to their teaching responsibilities.
1.2 Candidates recognize that some students require an expanded curriculum with learning goals beyond the general curriculum to meet independent and functional living goals.
Student Learning and Development. Candidates understand how individuals learn and develop and provide learning opportunities that support student intellectual, social and personal development.
2.1 Candidates have knowledge of the characteristics of a wide array of disabilities and the ways that students’ abilities and disabilities impact learning and development. They hold realistically high expectations for students and create challenging and supportive learning opportunities.
2.2 Candidates recognize that students with a specific disability may vary in their approaches to learning depending on the nature of their disability, their level of knowledge and functioning, and life experiences. They use this knowledge to design, implement and evaluate appropriate instruction.
2.3 Candidates understand how a disability in one area (e.g., physical, cognitive, social, and emotional) can impact learning and development in other areas and use this knowledge to provide specialized supports.
Diverse Learners. Candidates understand how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners.
3.3 Candidates understand that second language learners may have language-based disabilities.
3.4 Candidates have a repertoire of strategies to build awareness, acceptance and appreciation for students with disabilities. They collaborate with other members of the school community to implement these strategies.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in students.
4.1 Candidates assess students’ strengths and needs with respect to the curriculum design and model instructional strategies, work with general education teachers to develop or implement instructional strategies to meet the needs of individual students, directly teach students with disabilities, and monitor student progress.
4.2 Candidates modify tasks and accommodate the individual needs of students according to individualized plans to provide access to the general curriculum and to facilitate student engagement in learning activities with peers. They provide a variety of ways for students to demonstrate their learning and adjust their instruction in response to information gathered from ongoing monitoring of performance.
4.3 Candidates understand and use a range of specialized instructional strategies that reflect best practice. They use assistive and instructional technologies to promote learning and independence of students with disabilities.
4.4 Candidates keep abreast of research-based instructional practices and are able to locate, evaluate, and use instructional materials, technologies, and equipment that are appropriate for individual students with disabilities. They conduct initial and on-going evaluations of instructional materials and practices to determine whether they are effective.
4.5 Candidates use strategies that increase the self-awareness, self-management, self-control, self-reliance, and self-advocacy of students with disabilities. Candidates identify and use instructional strategies that have been successful in different learning environments, such as home, school, and workplace.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
5.1 Candidates foster environments in which diversity is valued and individuals are taught to live harmoniously and productively in a culturally diverse world.
5.2 Candidates recognize situations that are likely to promote intrinsic motivation and create learning environments that encourage engagement, self-motivation, and self-advocacy.
5.3 Candidates have a repertoire of effective strategies for promoting positive behavior and building constructive relationships between students with disabilities and their non-disabled peers. They conduct functional behavior assessments, explore optional strategies, monitor outcomes, and design and implement positive behavioral support plans.
Communication. Candidates use knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
6.1 Candidates provide multiple opportunities to foster effective communication among students with disabilities and other members of the classroom to improve language and communication skills.
6.2 Candidates know how to assess, design, and implement strategies that foster non-verbal and verbal communication. They collaborate with language specialists and others involved in the student’s learning. They assist the general education teacher in implementing strategies.
6.3 Candidates have knowledge of the range of augmentative, alternative and assistive technology that support students in learning and know how to access support specialists and services both within and outside the school setting. They monitor students’ use of assistive communication devices and provide assistance in using and changing the devices in response to changes in needs.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community and curriculum goals.
7.1 Candidates incorporate their knowledge of disabilities and information gathered in assessment of specific learners to guide and oversee the development of various individual plans including individualized education plans (IEPs), individualized family service plan (IFAPs), and individual accommodation plans (IAPs) for students with disabilities.
7.2 Candidates plan ways to adapt instruction to facilitate learning within the general curriculum in collaboration with general educators. They plan ways to integrate students with their non-disabled peers.
7.3 Candidates work within the context of family and community to carry out the education and life goals of students, including the development of individualized transition plans. They plan ways to integrate students with their non-disabled peers.
7.4 Candidates participate in planning and developing an expanded curriculum, such as the development of functional life skills and communication skills, when needed.
Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, social and physical development of the learner.
8.1 Candidates use a variety of assessment procedures to document students’ learning, behavior, and growth within multiple environments. They plan and conduct assessments to develop individual learning plans. Candidates initiate, contact, and collaborate with other professionals throughout the identification and initial planning process. They involve families and students in the process.
Reflective Practitioner. Candidates are reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
9.1 Candidates actively seek out current information and research about how to educate students for whom they are responsible. They read the professional literature and research, network with colleagues, and engage in professional development.
9.2 Candidates reflect on the progress of individual students with disabilities and work with general education teachers, other professionals, students, and families to consider ways to build on the students’ strengths and meet their needs.
9.3 Candidates seek evidence about the approaches they use and regularly examine their beliefs in relation to the literature. They reflect on the potential interaction between student’s cultural experiences and the student’s disability.
Colleagues, Families, and Community. Candidates foster relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well being.
10.1 Candidates collaborate with general education teachers to infuse individualized goals and specialized strategies into instruction for students with disabilities.
Tennessee Standards
Special Education: Modified (K-12)
Discipline Taught and Foundations of Special Education. Candidates know, understand, and use the central concepts, tools of inquiry and structures of the discipline(s) they teach and can create learning experiences that develop student competence in the subject matter.
1.1 Candidates demonstrate a solid base of understanding in the content areas of math, reading, English/language arts, science and social studies comparable to elementary education teachers.
1.2 Candidates demonstrate the importance of including in the curriculum such areas are communication skills, oral language development, emotional and social skills, functional and independent living skills, employment-related skills and self-advocacy skills.
Teaching Strategies. Candidates understand and use a variety of instructional strategies to encourage development of critical thinking, problem solving and performance skills in individuals in grades K-12.
4.1 Candidates develop, structure and implement accommodations, modifications, adaptations and technology support to provide access to the general curriculum for students with mild and moderate disabilities.
4.3 Candidates use research-based reading methods with individuals with mild and moderate disabilities to promote stronger outcomes.
4.4 Candidates use strategies to assist students in organizing and composing written products.
4.5 Candidates use methods to teach mathematics appropriate to individuals with mild and moderate disabilities to promote stronger outcomes.
4.6 Candidates identify and teach relationships within and across the curricula.
4.7 Candidates apply specialized materials for individuals with mild and moderate disabilities.
4.8 Candidates use strategies for integrating student initiated learning experiences into ongoing instruction.
4.9 Candidates teach strategies for study skills, organization and test taking.
4.10 Candidates use instructional methods to strengthen and compensate for deficits in attention, perception, comprehension, memory and retrieval.
Learning Environment. Candidates use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.
5.1 Candidates modify the physical environment to provide optimal learning opportunities for individuals with mild and moderate disabilities.
5.2 Candidates minimize barriers to accessibility and facilitate acceptance of individuals with mild and moderate disabilities.
5.3 Candidates use appropriate methods to ensure individuals academic success in one to one, small group and large group settings.
5.4 Candidates establish a consistent classroom routine for students with mild and moderate disabilities.
5.5 Candidates assist students in using problem solving and conflict resolution skills.
5.6 Candidates prepare students with mild and moderate disabilities to take an active role in their IEP planning process in order to support their commitment to learning self-motivation and self-advocacy.
Planning. Candidates plan instruction based upon knowledge of subject matter, students, community and curriculum goals.
7.3 Candidates plan, implement and use procedures and services that support transition of individuals with mild and moderate disabilities to future school and work settings.
7.4 Candidates us ongoing assessment and student progress monitoring to write IEPs and account for student outcomes.
Assessment and Evaluation. Candidates know, understand and use formal and informal assessment strategies to evaluate and ensure the continuing intellectual, academic, social and physical development of the learner.
8.1 Candidates know how to administer, score, interpret and report on formal and informal assessments, including standardized, functional, criterion-referenced, and curriculum-based tests.
8.4 Candidates regularly use ongoing assessment and student progress monitoring to make instructional decisions and adaptations and modifications in instruction.
Tennessee Standards: Special Education Comprehensive (K-12)
Knowledge and Skills. Teachers of student with handicaps whose early focus may be on basic skills but whose later years will focus on vocational or independent living skills will demonstrate the following knowledge and skills:
C. Ability to demonstrate the use of students’ prosthetic devices for positioning, transfer, mobility, travel, and self-help, recreation, and communication.
Instruction:
C. Ability to teach functional activities employing classroom simulations, natural cues and responses, and community based training, with increasing percentages of time spent in non-school activities as student’s progress through adolescence into adulthood.
F. Ability to design and implement a schedule which enables students to spend a majority of time engaged in active learning activities with consideration given to the delivery of special services, smooth transitions and minimal down time.
G. Ability to identify and incorporate various postural positions into the daily program for students with physical disabilities.
Course Requirements:
1. The student teacher will spend 15 weeks in two public school settings (8 weeks in one and 7 weeks in the other) during which he/she will design, plan and execute instructional activities appropriate for individual students. The student will spend an appropriate amount of time in each setting providing full time instruction for the students.
2. The student teacher will participate in most of the activities required by the school just as the mentor teacher does. These activities include but are not limited to, Parent-Teacher Conference, PTO meetings, and any other activity deemed essential by the Director of Student Teaching or the mentoring teacher.
3. The Student teacher will write daily lesson plans. Formal lesson plans will be available to the instructional supervisor from the university at all observations. Formal lesson plans must be used for the scheduled formal observation by the university instructor and the mentoring teacher.
4. The student teacher will be required to purchase a lesson plan format book. This lesson plan notebook must be completed by the student teacher and will show the daily planning of the student. This book must be available for review by the university and the local mentoring teacher at any time. This will not take the place of the formal lesson plan on formal observations.
5. The student teacher will have a “minimum” of five formal evaluations completed during each setting for a total of ten evaluations. The student teacher must verify with the supervising professor each observation date 24 hours in advance. Formal evaluations will be discussed and will follow the State of Tennessee Evaluation and Assessment Plan. The university instructor has the right to change the number of observations without consent of the student teacher when deemed necessary. A portion of these visits may be unannounced. At all announced visits a formal lesson plan must be available for the university instructor. The instructor will evaluate the student teacher on the six performance domains. A post conference will take place with the student teacher at the closure of the lesson.
Course Procedures:
Attendance:
No absences are
allowed with student teaching except for verifiable illness. If days are
missed, the student is required to make up the days at the end of the semester.
The student teacher must contact the mentoring teacher, the school, and the
university advisor if you are going to be absent.
Cheating:
Cheating is defined as academic dishonest. Academic dishonesty includes cheating on an examination, unassigned collaboration on course work, plagiarism (defined below), unapproved submission of work prepared for another course, and providing assistance to another student in any of the actions mentioned above. Further detailed information on cheating is presented in the Student Handbook and the University catalog.
Plagiarism is copying from an author’s published works without permission. This includes using another’s word, either orally or in writing, without giving credit to the author. Plagiarism is illegal by the state’s standards, and unethical, according to the academic standards of Lambuth University. Plagiarism and/or any indication that a student has not completed his/her own work on any of the course assignments will result in an automatic F on the assignment for the person who copies and the person from whom the work is copied.
It is assumed that all assignments turned in by a student are a result of his/her own work.
The student will protect the right of privacy of all students and families observed in the classroom or elsewhere. No references should be made to the families in any way that would identify them to another. All information about students and their programs is confidential and is not to be revealed to anyone without the consent of the parent. Therefore, students must be give a pseudonym (i.e., a fictitious name used to conceal identity).
If you have questions, concerns, or need additional help, see me during office hours or make an appointment to get any clarification or additional help that you need. Additionally, if you have a documented disability, which impedes learning, please see me for any needed accommodations. Students with disabilities should present evidence of documented disabilities to the Director of Student Disability Services, Ms. Donna Overstreet, who will provide case management assistance for the student and assisting establishing an appropriate learning accommodations plan.
·
Although changes in the course
schedule and requirements are not expected, they are occasionally necessary.
The professor reserves the right to make changes as necessary to maintain
course flow and integrity.
See attached rubric.
This is a mastery learning course/experience all work is expected to be of the highest caliber. Students work will be evaluated and repeated until an acceptable project or performance is mastered.
While the professor will be evaluating projects and performances for content and surface errors it is expected that at this level of learning all work will be clean of basic typing and grammar errors. Less than this standard will indicate a lack of professionalism on the part of the student, which could ultimately effect the student’s final grade.
Intervention Prior to
Student Teacher Dismissal:
See the Student Teacher Disciplinary Procedures (attached).
Application for
Tennessee Teacher Licensure:
Application for Tennessee teacher licensure is completed during the student teaching seminar. The Lambuth University Department of Education will file this licensure form with the Tennessee Department of Education once all stipulations have been met by the student teacher.