COURSE DESCRIPTION:
This course is designed to provide students with extensive supervised experience in teaching students with disabilities. Each student is placed in a special education setting commensurate with his or her emphasis within special education (i.e., behavior disorders, mental retardation, or learning disabilities). Weekly seminars are also required.

PREREQUISITES:
Admission to teacher education program and completion of all education courses.

OBJECTIVES: Students will be able to:	Standard(s) Addressed
1. provide for the optimal growth and development of students of diverse ability and achievement levels, and economic, social, racial, gender, and ethnic differences;	I,VII
2. plan activities and strategies that will provide a learning environment that is conducive to the development and/or maintenance of high self-esteem and confidence for each individual student;	I,III,V,VII
3. design and manage a classroom which provides for the optimal growth and development of students of diverse ability and achievement levels, including economic, social, racial, gender and ethnic differences;	I,II,III,IV,V,VI,VII
4. analyze the observed curriculum and evaluate it in terms of characteristics of students and the effectiveness of the curriculum;	I,II,III,IV,V,VI,VII
5. implement a curriculum that is appropriate for students based on their individual characteristics and evaluate its impact on student growth and development;	I,II,III,IV,V,VI,VII
6. analyze the observed teaching and learning activities and evaluate them in terms of characteristics of students and the effectiveness of the activities;	I,II,III,IV,V,VI,VII
7. implement teaching and learning activities that are appropriate for students based on individual characteristics and evaluate their impact on student growth and development;	I,II,III,IV,V,VI,VII
8. analyze the materials used in teaching and learning activities and evaluate them in terms of characteristics of students and the effectiveness of the materials;	I,II,III,IV,V,VI,VII
9. use materials that are appropriate for students based on their individual characteristics and evaluate their impact on student growth and development;	I,II,III,IV,V,VI,VII
10. analyze the system of evaluation and assessment of student progress and evaluate the effectiveness of the system;	I,II,IV,V,VI,VII
11. implement a system of evaluation and assessment of student progress and evaluate the effectiveness of the system.	I,II,IV,V,VI,VII
12. analyze the classroom management system and evaluate it in terms of the characteristics of the students and the effectiveness of the system.	I,III,IV,V,VII
13. implement a positive classroom management system based on characteristics of students and evaluate its impact on student growth and development;	I,III,IV,V,VII
14. implement a system of communication and record keeping which facilitates positive interaction between the student teacher and students, cooperating teacher, other teachers, support personnel, and parents/care givers;	IV,V,VI,VII
15. design, administer, score, and evaluate results of informal diagnostic instruments to determine student abilities and needs in major areas of instruction;	I,II,IV,VI
16. develop an IEP based on student needs as determined through informal assessment and observation and in compliance with federal, state, and local guidelines;	I,II,III,IV,V,VI,VII
17. engage in self-reflection and self-evaluation for the purpose of professional development and problem solving;	I,II,III,IV,V,VI,VII
18. use effective collaboration strategies and communication skills in working with supervising teacher and other school personnel, including regular education teachers; and	IV,V,VII
19. use effective collaboration strategies and communication skills in working with families to communicate assessment data and instructional progress.	IV,V,VII

Requirements:

1. Review Student Teacher Handbook and discuss with your cooperating teacher.
2. Schedule fingerprinting and TB test and give results to course instructor.
3. Attend weekly seminars with your college supervisor.
4. Complete 14 weeks of in-school work including a minimum of 4 to 6 weeks of full-time teaching and daily lesson planning for all instruction.
5. Attend seminar on August 28 and successfully complete ADEPT requirements (see attachment & Student Teaching Handbook).
6. Develop a teaching portfolio that includes your philosophy of education, case study, long-range plan, classroom management plan, resume, and other professional work samples (See attachment).
7. Submit the packet of evaluations at the end of the semester.
8. Organize a student teaching notebook (three ring binder) that should include the following dividers:
   • a. lesson plans (make sure you record students reaction to the lesson on the back)
   • b. long range plans
   • c. daily reflection log (journal)
   • d. weekly goals generated from dialogue with cooperating teacher
   • e. ADEPT feedback from college supervisor and formal ADEPT writeups
   • f. ADEPT log for PD 10 reflecting professional development activities throughout student teaching
   • g. Evaluation and certification forms to be completed at the end of the semester
   • h. copies of written communication sent to parents/guardians and/or documentation of verbal communication (date, time, subject of communication to whom you spoke, results of communication)
   • i. Observe and record log
   • j. portfolio information
   • k. seminar agendas
   • l. miscellaneous

In your daily journal (reflection log) record experiences related to student teaching. The focus should be on the students' reactions to, as well as your self-evaluation of what happens. Write for approximately 10 minutes each day. Information in the journal will be treated as confidential. Notebook should be available for supervisor to read each time the student teacher is visited. At the end of the semester, review your journal, and complete a self-evaluation of your strengths and weaknesses.

Additional Information:

1. Make sure that you establish times for frequent (i.e., daily, if possible ) conferences with your cooperating teacher.
2. Contact the school, cooperating teacher, and your college supervisor if you will be absent. Absences must be made up.
3. Follow your school district's break schedule. You do not observe College breaks unless they happen to coincide with those of the school district.
4. Comply with district, state, and federal laws and regulations related to the education of exceptional students.
5. Adhere to the School of Education code of conduct for practicum work and the CEC Code of Ethics in all practices related to student teaching.
6. Work cooperatively with administration, teacher and assistant.
   • Remember that you are a guest teacher in this classroom and school.
   • Dress professionally and conduct yourself in a professional manner.
   • Be on time and stay at least as late as the teacher stays.
   • Assist with completion of paperwork tasks (grading, reporting, IEPs, etc.).
   • Learn about both short range (unit) and long range (annual) planning.
   • Attend professional development activities, conferences, PTA Meetings, etc.
   • Be creative; use technology to your and your students' advantage.
7. Keep a resource file of anything and everything which will benefit you when you have your own classroom and students.
8. TEACH.

Prior to beginning of student teaching schedule time(s) to visit in cooperating teacher's classroom and school and attend the first week of school (including staff development/workdays prior to school opening) if at all possible. Follow guidelines distributed by Ms. Blalock.

Note: Seminars are on THURSDAYS unless marked with **

• **August 28 ADEPT Training with Ms. Blalock (Handouts-EDFS Initial Visit, Guidelines).
• **August 31 Orientation - Stern Center Ballroom 4:30 PM; Schedule introductory conference; Discuss portfolio, other requirements (Handouts-Observe & Record, Takeover, Long Range Plan Format) (AGENDA).
• September 17 Class schedule & information form due; portfolio, ADEPT (conferencing) long range plan discussion (Handouts-Peer Coaching outline) (AGENDA).
• September 24 Peer Coaching; Long range plan and philosophy discussion..(Handouts-Coaching Questions, Reflection Questions)
• **September 26 & Oct. 3 Nonviolent crisis intervention training (Saturdays; all day).
• October 1 Long range plans due Oct 8 (Handouts-Sample Resumé, Resumé Tips) (AGENDA).
• **October 5 Credential File Seminar - ECTR 116 ; 3:30 - 5:00 PM .
• October 15 Philosophy, Resumé and professional goals/plans due Legal issues/concerns; Schedule interim conferences (Handout-PD 10 Self Report-page 45 in ADEPT manual) (AGENDA).
• October 22 Case study/IEP; Classroom management plan due (Handout-SCEC Minigrant application) (AGENDA).
• October 29 Discuss completion of certification packet and credential file (AGENDA).
• November 5 Schedule peer observations/coaching Draft Portfolio due; discuss self evaluation, applying, interviews (AGENDA).
• **November 9 Career Fair - 3:30 - 5:30 PM; Stern Center Ballroom.
• **November 12 NO SEMINAR Self-evaluation due. Schedule observations in other classrooms.
• November 26 Thanksgiving.
• December 3 Final Portfolio due; Schedule final/exit conferences.
• TBA Student Teacher Recognition Reception - 4 PM Blacklock House.
• Monday, December 7 Last Official Day in schools.

Grading Scale for Student Teaching:

A Superior Performance: Consistently outstanding performance in all areas of student teaching: planning, instruction, assessment, classroom management, communication. All materials, lessons thoroughly prepared and on time. Student takes initiative and responsibility. Demonstrates reflective teaching practices. Applies teaching strategies from coursework to the classroom setting.

B+ Very Good/Strong Performance: Consistently strong performance in most areas of student teaching. Any areas of concern are immediately addressed. Performance improves during the semester. All materials and lessons well prepared and on time. By the end of the semester consistently uses effective teaching and classroom management strategies.

B Good Performance: Good performance in all areas of student teaching. Continued progress and improvement throughout the semester. Systematically addressing areas of concern.

C+ Fair Performance: Meets minimum requirements. Student is addressing areas of concern and shows improvement in most areas.

C Acceptable: Meets minimum requirements. Many areas of concern in teaching and classroom management have been somewhat addressed. Requires intensive teacher supervision in planning, instruction, assessment, and other activities.

D Barely Acceptable: Meets most requirements at a minimal level. Several areas of concern remain at the end of the semester. May not be recommended for certification. Additional training may be required.

F Unacceptable: Fails to meet minimal requirements. Several areas of significant concern remain even after remedial efforts by cooperating teacher and college supervisor.

Sources of Evidence for Grade in Student Teaching:

Midterm and final evaluations by cooperating teacher and college supervisor; formal observations by cooperating teacher and college supervisor; evidence of planning, assessment, meeting student needs, classroom management, preparing materials; communication, and professional growth as documented through the ADEPT process; professional portfolio; attendance and participation in seminars.

All secondary minors and special education undergraduate and M.A.T. students are required to complete an individual professional portfolio during the teacher education program. The portfolio begins in EDFS 201 - Introduction to Education, is developed through the teacher education program, and is completed during the student teaching experience. The portfolio is one means of assessment and demonstrates the growth of future teachers during the teacher preparation experience. Portfolios are evaluated as acceptable or unacceptable.

What student teachers need to know about portfolios:

1. The purpose of the portfolio.
2. What must be included and what is optional.
3. How the portfolio should be organized.
4. Effective use of the portfolio when applying and interviewing for teaching positions.
5. Effective use of the portfolio during the first and second years of teaching.
6. Relationship between the portfolio and the ADEPT performance dimensions.

Required portfolio components/relationship with ADEPT PDs:

1. Resumé (PD 10)
2. Philosophy of education (PD 4)
3. Classroom management system (PD 4, 8, 9)
4. Long range plans (PD 1)
5. Instructional unit (PD 5, 6, 7)
   • a. samples of assessment tools (PD 3)
   • b. lesson plans (PD 2)
6. Case study (PD 5, 6, 7)
7. Statement of professional goals and plan for next five years (PD 10)

Optional portfolio components:

1. Resources
   • a. teacher-made materials
   • b. other educational resources
2. Video scenarios and critiques
3. Samples of communication to parents
4. Sample of paper completed in a course to evidence effective writing and/or content knowledge
5. Pictures/photographs
6. Awards, certificates, honors
7. Technology competency (hypermedia project or other artifacts from EDFS 326/687)
8. Other artifacts which reflect growth and development and/or will be helpful in obtaining a teaching position and/or effectively performing as a teacher.