Student Teaching Handbook

For

Individuals Completing Student Teaching

While Working Under a Temporary Licensure

Special Education

November 2002

Table of Contents

Page

Overview 1

Introduction 1

Approval/Acceptance Procedure 3

Coursework Requirements and Specifications 3

Student Teacher Responsibilities 4

In-School Supervisor – Roles and Responsibilities 4

University Supervisor – Roles and Responsibilities 5

School Administration – Roles and Responsibilities 5

The Role of INTASC Principles & the CEC Core in the

Student Teaching Experience 6

IEP Requirement 6

Reflective Learner 7

Reflective Instructor 9

Reflective Professional 15

Weekly Reflective Writings 19

Evaluation Forms 28

OVERVIEW

This handbook is designed to serve as an instructional guide for those individuals who are completing their student teaching while working under a temporary certification, their mentors and university supervisor. This handbook provides an overview of this unique aspect of preparation for licensure, information about the roles of the various individuals involved in a successful experience and expectations for performance and evaluation set forth by the Buena Vista University teacher preparation program. It is intended to serve as a meaningful source of information so that the unique experience of student teaching while working under temporary licensure.

INTRODUCTION

Student teaching is traditionally viewed as the capstone experience of a teacher preparation program. As such, it provides the preservice teacher with the opportunity to implement many of the strategies and techniques explored during professional coursework in an actual classroom setting. It provides the opportunity for the preservice teacher to gain experience while working along side an effective classroom teacher who serves as a pedagogical guide.

Sometimes school districts have specific needs for teachers in areas that may be experiencing a shortage, such as special education. In those cases the district petitions the state department of education to allow the use of a teacher certified in another area but working for licensure in the needed field. Recognizing the problems of teacher recruitment in shortage areas, the state reviews the request and may grant temporary licensure. Thus, the teacher is allowed to work in the shortage area even though full licensure is not held in that area. A part of the requirements for full licensure is the completion of a student teaching experience. Some individuals complete that experience in the classrooms for which they were hired to teach. This situation provides a unique opportunity and set of challenges for the teacher preparation program to assure that the licensure candidate has a meaningful, positive experience.

Individuals who student teach while working under temporary licensure will complete six credit hours of student teaching. This constitutes one half of a typical student teaching placement. It is expected that individuals will give this experience the full attention it deserves. Likewise, individuals are expected to complete all of the assignments designated by the teacher preparation program as part of the student teaching experience.

A successful student teaching experience is a team effort. It requires cooperation from all parties. The unique setting of student teaching while working under temporary licensure creates a unique role for the members of this team. Rather than have a cooperating teacher, the individual working under temporary licensure will have an in-school supervisor. Likewise, the university will assign a supervisor from the institution to assist in the development of the individual and provide professional support. The unique roles of these individuals are discussed in this handbook.

Buena Vista University strives to prepare quality teachers through a quality teacher training program. Every field experience, regardless of when it appears in the professional life of a teacher, offers multiple opportunities for professional growth and learning. Student teaching while working under temporary licensure presents a unique opportunity to problems solve, develop and grow in order to provide quality educational programs for students.

Program Foundational Components

Buena Vista University’s Teacher Education Program is based on New American College values, the Interstate New Teacher Assessment and Support Consortium (INTASC) Principles, and the practitioner candidate developing as a Reflective Practitioner. The series of principles developed by INTASC serve as a resource for dialogue and establishing expectations for beginning teachers. The ten INTASC Principles are as follows:

INTASC Principle 1: The practitioner candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

INTASC Principle 2: The practitioner candidate understands how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

INTASC Principle 3: The practitioner candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

INTASC Principle 4: The practitioner candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.

INTASC Principle 5: The practitioner candidate uses 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.

INTASC Principle 6: The practitioner candidate uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.

INTASC Principle 7: The practitioner candidate plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.

INTASC Principle 8: The practitioner candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

INTASC Principle 9: The practitioner candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

INTASC Principle 10: The practitioner candidate fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.

The guidelines associated with Buena Vista University’s teacher preparation program in special education were derived from the INTASC principles above as well as the common core areas identified in the Council for Exceptional Children’s (CEC) report What Every Special Educator Must Know: The International Standards for the Preparation of Special Education Teachers. This report outlines a specific set of knowledge and skills nationally recognized by experts in the field of special education as composing a common core for all teachers in special education regardless of the area of exceptionality in which they work.

Together, the INTASC principles and the CEC common core serve as the basis for preparatory coursework and program evaluation in the area of special education. Areas identified within the common core are as follows:

Philosophical, historical, and legal foundations of special education
Characteristics of learners
Assessment, diagnosis, and evaluation
Instructional content and practice
Planning and managing the teaching and learning environment
Managing student behavior and social interaction skills
Communication and collaborative partnerships
Professionalism and ethical practices

APproval/Acceptance Procedure

· A written formal application must be submitted for approval to the Teacher Education Committee (TEC) via the office of the Dean of Education.

· A letter (on school letterhead) from the administrator of the applicant’s school district must accompany the application, designating support and full cooperation.

· Upon receipt, all applications will be acted upon at the next regularly scheduled meeting of the TEC.

Coursework Requirements and Specifications

· Individuals will be required to complete a minimum of fifteen (15) credit hours of course work and six (6) credit hours of student teaching at BVU for their endorsement. Note: the coursework need not be entirely in the field of special education. The intent is to provide an opportunity for BVU to observe the individual as a student of its program before beginning student teaching.

· All course work for the endorsement must be completed prior to student teaching.

· Student teaching will not be modified based on previous experience

Student Teacher Responsibilities

· Complete reflective writing assignments. In a typical, full time experience, writings are expected to be completed and given to the University Supervisor on a weekly basis. In the case of altered (extended) timelines, writings are expected to be completed and submitted on a regular, evenly spaced basis.

· Videotape a minimum of two lessons, or two to three classroom hours. Tapes will be viewed and evaluated by the University Supervisor utilizing the same criteria of a “live” visit.

· Select a single student in his/her program and complete all of the work associated with a three-year review. The student teacher will complete any formal/informal assessments typically associated with this process, gather appropriate permanent products and minimally develop a present level of performance, long-term goals and annual behavioral objectives as if the information were to be presented for an actual review. It should be noted that BVU is aware that in an actual setting, goals and objectives would be developed collaboratively with the other members of an IEP team. Materials and written documents will be submitted to the University Supervisor for evaluation/review.

· Complete a written reflection of a team meeting or staffing (example: annual review, three year review, initial placement) in which the student teacher participated as a team member. This reflection will be submitted to the University Supervisor for review. The reflection should include, but is not limited to, collaborative strategies demonstrated in the meeting, demonstration of roles/responsibilities by various participants, and the specific involvement of the student teacher as well as an assessment of his/her effectiveness.

· Complete a written reflection based on the observation of a similar special education classroom, staffed by an experienced professional in the special education field. The reflection should include, but not be limited to, a comparison of the classroom to the student teacher’s room, types of instructional and management strategies utilized, how the program represents the philosophical beliefs of the school district and a notation of how this observation will impact the student teacher’s performance in his/her classroom.

· Complete the IEP assignment outlined in detail later in this document.

In-school Supervisor – Roles and Responsibilities

· In-school supervisors shall be licensed, practicing teachers in the area of special education with at least three years of successful teaching experience or possess a master’s degree in education or a related content field.

· In-school supervisors must spend a minimum of twenty (20) minutes each day in a one-on-one conference with the student teacher to answer questions, address areas of concern, and to provide feedback.

· In-school supervisors must submit weekly reports regarding daily lessons with the student teacher to the University Supervisor.

· In-school supervisors must submit weekly in-class observations and evaluations of the student teacher that are documented and reported on the University Observation Report form.

· In-school supervisors must provide opportunities for the student teacher to interact with other special education professionals for a minimum of six (6) hours to be documented by the student teacher. Appropriate personnel may include, but are not limited to, other special educators within the home district or from another district, AEA personnel, or school specialists (such as speech pathologists, occupational therapists, physical therapists, etc.)

· At midterm and at the end of the student teaching experience, in-school supervisors will complete the midterm and final observation forms and return them to the university supervisor.

· At the end of the student teaching experience, in-school supervisors will complete the final evaluation form and return it to the university supervisor.

University Supervisor – Roles and Responsibilities

· Conduct a minimum of four supervisory visits and complete the University Supervisor’s Observation Report after each visit.

· Contact the in-school supervisor a minimum of two times.

· Evaluate videotapes, providing a written evaluation followed by a discussion with the student teacher.

· Evaluate an IEP, providing a written evaluation followed by a discussion with the student teacher.

· Evaluate written reflections.

· Maintain a file of all documentation of work completed by the student teacher as well as evaluations completed by the supervisors and the in-school supervisor to verify completion of all requirements.

· Assign final grade. Note: The university supervisor consults with the in-school supervisor before assigning a final grade.

School Administration – Roles and Responsibilities

· Prior to placement, provide a written confirmation of a willingness to accept and to support Buena Vista University’s requirements and activities for the nontraditional student teaching placement.

· Refrain from, if at all possible, assigning any extra duties/responsibilities during the placement period.

· Provide an opportunity for the student teacher to observe other professionals in the field.

· Complete at least one formal evaluation typical of the type used for probationary teachers within the participating school district during the student teaching placement.

· Engage in a discussion of the formal evaluation with the University Supervisor.

THE ROLE OF INTASC PRINCIPLES & THE CEC CORE IN THE STUDENT TEACHING EXPERIENCE

Woven from the knowledge, dispositions, and performance descriptors of the INTASC Principles and CEC common core, the three processes of Reflective Learner, Reflective Instructor, and Reflective Professional will be incorporated in the assessment and evaluation of the individual completing student teaching while working under temporary licensure. The feedback gained from formal observations made by university supervisors, school administrators, and mentors will be based on these components. Additionally, individuals student teaching while working under temporary licensure will reflectively write on their experiences in the classroom. These writings will be based on the INTASC Principles as well as the individual’s experiences throughout this aspect of the licensure process.

IEP REQUIREMENT

By nature of its design, a resource room does not operate in the same manner as a “regular” classroom. Frequently instruction is provided on a one-to-one basis or to small groups of two to four students. This requires the person delivering instruction to utilize a variety of presentation formats and strategies that may not be commonly seen in a more traditional classroom setting. Traditional lesson plans, designed for whole group instruction, are seldom appropriate for the resource setting. Likewise, instructional content frequently differs. While the school curriculum it important and should always be considered by the teacher, the student’s Individualized Education Plan serves as the main directive for instructional content.