Baylor University
Internship: Deaf Education, Part 1 & Part 2
CSD 4662-01 and CSD 4663-01
Semester/Year: Spring, 2012 Office: NMH #218
Instructor: Dr. Lewis S. Lummer Email:
Office Hours: TBA VP: 254-523-4154
CSD 4662-01 GRADING CRITERIA
Assignment:
Letter of Introduction 5%
Professional Development 5%
Formal Observations 10%
Mentor Observations 10%
Informal Observations 5%
Mid-semester Conference 5%
End-semester Conference 5%
Feedback on Professionalism 5%
Portfolio Benchmark Assessments 25%
Daily Instructional Planning and Reflection 5%
Weekly Instructional Planning and Reflection 5%
Collaboration Log 5%
Notebook Checks & Final Submission 5%
Total 100%
CSD 4663-01 GRADING CRITERIA
Assignment:
Action Research Presentation/Proposal 10%
(ASL) Language Assessment 10%
(Printed English) Language Assessment 5%
Reading Assessment 5%
Mock IEP 5%
Summary of Student Progress (beg-semester) 5%
Summary of Student Progress (mid-semester) 5%
Summary of Student Progress (end-semester) 5%
Parent/Teacher Conference 5%
ARD Attendance 5%
Student Characteristics and Goal Summary 10%
Successful TExES Completion 5%
Lead Teacher Schedule and Sample Plans 5%
Intern Seminars/Activities/Class Management 15%
Final Presentation of Portfolio to Mentor 5%
Total 100%
COURSE GOALS AND OBJECTIVES:
Upon completion of this internship, students should be able to demonstrate mastery of the following:
BAYLOR UNIVERSITY SCHOOL OF EDUCATION BENCHMARKS:
I. Creating a positive learning environment
Disposition: The classroom structure affects the attitudes and learning of students.
1. Establishes expectations.
2. Arranges space for safety and effective learning.
3. Establishes small group procedures and routines and manages transitions.
4. Prepares and manages materials and technology for effective learning.
5. Keeps progress records in order to match and adapt curriculum to the characteristics of each student.
6. Uses reinforcement and correction to increase learning and show respect.
7. Paces lessons and activities to engage students.
II. Assessment
Disposition: Assessment assists in grouping students for instruction.
8. Assessment method matches knowledge (curriculum) and student characteristics.
9. Formative assessment provides information regarding student achievement level.
10. Assessment information is communicated to students, parents, and other professionals.
III. Curriculum Planning and Instruction
Disposition: A range of instructional methods promotes and develops high academic achievement.
11. Focuses students’ attention on the information.
12. Organizes the knowledge when planning instruction.
13. Presents information for instruction that is related to assessment.
14. Guides students’ application of knowledge.
15. Provides opportunities for students to use information independently.
IV. Professional Development and Communication
Disposition: A teacher is part of a larger professional community, which is nurtured through collegial relationships and contributions to the system as a whole.
16. Participates in professional development.
17. Is proficient in communication with students, parents, and other professionals.
18. Collaborates with parents and other caregivers.
SBEC DEAF AND HARD OF HEARING STANDARDS:
Standard I. The teacher of the deaf or hard of hearing students understands and applies knowledge of
the philosophical, historical, and legal foundations of deaf education.
Standard II. The teacher of the deaf or hard of hearing students understands and applies knowledge
of characteristics of learners.
Standard III. The teacher of the deaf or hard of hearing students understands and applies knowledge
of assessment, diagnosis, evaluation, and program planning.
Standard IV. The teacher of the deaf or hard of hearing students understands and applies knowledge
of instructional content and practice.
Standard V. The teacher of the deaf or hard of hearing students understands and applies knowledge
of how to plan and manage the teaching and learning environment.
Standard VI. The teacher of the deaf or hard of hearing students understands and applies knowledge
of how to manage student behavior and social interaction skills.
Standard VII. The teacher of the deaf or hard of hearing students knows how to communicate and
develop collaborative partnerships.
Standard VIII. The teacher of the deaf or hard of hearing students promotes students’ performances in
English language arts and reading.
ATTENDANCE POLICY:
Please see Baylor University Deaf Education Teacher Prep Program Handbook for full absence policy.
Internship Absences:
Interns must notify the mentor teacher first, and then the intern supervisor via email BEFORE the beginning of your school day.
A maximum of 3 absences per semester will be allowed with no more than 5 absences for the entire intern year.
Only “excused” absences may be made up if the intern is absent more than 5 days during the intern year. Note that an absence may be considered excused if the student contacts the professor at least one hour prior to the beginning of the school day and can provide written documentation for the absence.
Absences are excused on a case-by-case basis, and generally include illness and family emergency ONLY. Note: job interviews are NOT excused absences.
Notify me in advance regarding absences for University-related activity or religious holiday.
CSD 4662-01 ASSIGNMENTS:
· Letter of Introduction.
You will send a letter of introduction to your students’ parents and caregivers. (ASL and Spanish versions are included.)
· Professional Development.
More information provided at a later date
Due Dates: Varies/Scheduled by Candidates
· Formal Observations: Candidate Visitation Report (2).
A formal observation is one in which the intern is observed for an entire lesson, and includes verbal and written feedback. Candidate is responsible for scheduling this with instructor. Interns must respond to any written feedback provided during observations. This written response should include: how you will implement suggestions, your own perspective on the feedback, response to questions in feedback, and other pertinent information. This written response will be due on the following seminar day and your observation will not be officially complete (and grade given) until the written response is received.
Due Dates: Varies/Scheduled by Candidate
· Mentor Observations.
You are responsible for soliciting feedback from your mentor teacher. Request an observation and feedback at least 24 hours prior to your observation and provide your mentor with the appropriate forms. All observations should be followed by verbal feedback with your mentor. Interns must respond to any written feedback provided during observations. This written response should include: how you will implement suggestions, your own perspective on the feedback, response to questions in feedback, and other pertinent information. Submit your written response for this assignment AND to your mentor. Your observation will not be officially complete (and grade given) until the written response is received. The following observations are required. Note, only one observation form can be conducted per teaching session!
Due Dates: Varies/Scheduled by Candidate
· Informal Observations.
Two informal observations will be conducted by the instructor during your lead/full teach. An informal observation is one in which the intern is observed for varying durations, and may or may not be planned. Interns must respond to any written feedback provided during observations. This written response should include: how you will implement suggestions, your own perspective on the feedback, response to questions in feedback, and other pertinent information. This written response will be due on the following seminar day.
Informal observations will utilize the following data forms (and possibly others):
· Benchmark Observation Forms
· Student Engagement Data Form
· Candidate/Student Interaction Data Form
· Steps of Instruction Feedback Form
· Blank sheet/open-ended feedback
Due Dates: Varies/Scheduled by Candidate
· Mid-semester Conference.
Candidates will conference with the course instructor and mentor at mid-semester. Conference will address the candidate’s growth, strengths, and weaknesses. The candidate will bring the Professional Practice Evaluation Form with self-ratings on each benchmark. All three participants will decide on a final rating at the conference.
· End-semester Conference.
Candidates will conference with the course instructor and mentor at end-semester. Conference will address the candidate’s growth, strengths, and weaknesses. The candidate will bring the Professional Practice Evaluation Form with self-ratings on each benchmark. All three participants will decide on a final rating at the conference.
· Feedback on Professionalism.
Schedule three conferences with your mentor before the due date. Both the mentor and student complete and sign the professionalism report. Candidate must respond (on the form) to any items needing improvement.
· Portfolio Benchmark Assessments.
Candidates will submit a weekly plan outline and daily lesson plan. A format has been provided for both. (Be sure to check with your mentor teacher for her preferred format)
Your lesson plans will go through two edits before you implement them. Follow this routine:
Friday 8:00am (eleven days prior to implementation): Submit lesson plans via email by Friday 8:00am. You will receive feedback by Tuesday at 5:00pm.
Tuesday after school: Revise the lesson plans
Thursday 8:00am: Submit the revised lesson plan to your mentor teacher. Your mentor teacher must initial to document that you submitted this with 2 school days prior notice for you to receive the grade on your lesson plan. This plan includes lessons you will lead during weeks in which you are assisting and/or co-teaching, and will also include lessons you will lead during weeks in which you are co-teaching or full/lead teaching.
Monday at seminar (AFTER lesson plans have been implemented: Submit the hard copy, initialed lesson plans. Attach a reflection of the lesson plans as a whole (you do not have to address each individual lesson). This reflection should include, but not be limited to, answer the following two questions: “What I learned?” and “What did my student learn?”
· Collaboration Log.
Interns will have contact with various professionals (e.g., regular education teachers, service providers, paraprofessionals), as well as parents/guardians many times throughout the semester. This contact may be in the form of introductory letters, notes home, phone calls, formal meetings, informal meetings/discussions, ARDs, conferences, etc. Log EVERY contact in your collaboration long. You should have a minimum of one contact per week. In the log, evaluate your communication and collaboration skills for each interaction. Include your strengths and weaknesses. Furthermore, provide at least FIVE signed written evidence of communications.
· Notebook Checks and Final Submission.
You will keep an organized notebook containing several items at your teaching placement. You will bring your notebook to seminar each week, where it will be randomly checked for organization and completeness. Additionally, your notebook will be randomly checked at your placement throughout the semester. You will submit your complete notebook at the end of the semester.
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CSD 4663 ASSIGNMENTS:
· Action Research Proposal.
You will participate in the action research symposium in the fall. You are responsible for developing your own research question regarding Deaf Education. This question should be in regards to the success of a particular technique, device, or system. For example, “If I implement an ASL assessment, will my student’s ASL as language skills improve?” You will present your questions and your proposed method for answering this question in class. During this time you will get feedback from your classmates. You will use this feedback to submit your final proposal.
· (ASL) Language Assessment.
Design and complete an assessment on one target student.
· (Printed English) Language Assessment.
Design an assessment for one target student (same as selected for ASL assessment).
· Reading Assessment.
Once you receive feedback on both assessments, implement this plan. Monitor the student’s learning progress with a data collection system.
· Mock IEP.
After discussion with your Mentor, choose one student of interest for whom you will the IEP process: assessment, establishing goals and objectives, progress monitoring, and reporting to Mentor/parents. This is your opportunity to duplicate all that a Deaf Education teacher must know in order to participate in an ARD meeting. IEP requirements will be discussed. Submission can be on blank forms used by your Mentor.
· Summary of Student Progress.
Create a summary of your student(s’) progress with both a graph and narrative summary of his/her progress. Provide a graph of ALL data collected during progress monitoring of each goal targeted in all lessons. In the narrative, provide any pertinent notes or comments about this particular skill. Compare your students’ performance from the beginning of the semester to now. Summarize teaching strategies effective for your student(s) as well as make recommendations for maintaining and/or improving progress for the future.
· Parent/Teacher Conference.
This conference will be scheduled with a parent or a teacher depending on your Mentor’s advice. The purpose is to review the progress of a student by referencing your Summary of Student Progress. Keeping artifacts throughout the semester that relate to the student’s progress is advised. The conference requires submission of an agenda, a summary, and a signature of all in attendance. See rubric for more information.
· ARD Attendance.
You will attend a minimum of one ARD meeting this semester. Ideally, this ARD would be that of a student in your placement classroom; however, if this is not possible, you may select another ARD to attend. After attending the ARD, you will write a summary of the events, and reflection. See rubric for more information.
· Student Characteristics and Goal Summary.
You will provide a detailed summary of each student in your classroom setting, utilizing information from each student’s IEP and information from your mentor teacher. In a narrative summary, summarize important characteristics that may affect his/her learning needs. Furthermore, select 3 – 5 IEP goals that you will focus on this semester. Identify a pre-assessment on each of these goals. See rubric for more information.
· Successful TExES Completion.
You are required to successfully complete both the official PPR and Deaf and Hard of Hearing TExES. Successful completion of the test will be determined through the Office of Professional Practice on the last Baylor class day.
· Lead Teacher Schedule and Sample Plans.
Submit dates for your 5 weeks of Lead Teach with initials from Mentor. Also include a schedule of what is happening this semester on your campus and an example of required lesson submitted by your mentor to her principal. (Include Lead Teacher schedule, Campus schedule, and sample of campus lesson plan requirements)
· Intern Seminars/Activities/Class Management.
Schedule weekly seminars will be announced at a later date. Content of these seminars will focus on SOE Benchmarks and SBEC Deaf Education Standards as they relate to the internship, problem solving, discussion of selected topics of interest to interns. In addition, individual conferences will be scheduled during this time.
· Final Presentation of Portfolio to Mentor.
Oral presentation of the highlights of selected benchmarks will be presented. A checklist follows. More information provided at a later date.
*THIS SYLLABUS IS SUBJECT TO CHANGE.*