University of Oregon
Communication Disorders and Sciences
Student Teaching Information Sheet
What is student teaching?
The primary goal of the Final Full Time Practicum (FFTP) is to prepare Graduate Student Clinicians (GSC) to become professionals who will make major contributions to the field of Speech-Language Pathology in the public schools. There are specific skills that all speech-language pathologists (SLP) perform, and the GSC will be prepared to demonstrate these skills by the end of this practicum.
Who can host?
Any SLP who has their current ASHA CCC, a minimum of 4-5 years of experience and a true enthusiasm for the field they would like to share with a GSC.
Typical outline of the ten weeks:
GSCs spend 10 weeks as student teachers and the following is a general guideline for the experience. Many cooperating SLPs modify this timeline to best suit the graduate student clinician assigned and the children they serve.
First Week
Spend the first week observing the cooperating SLP. The student should utilize this time to:
1. Become acquainted with his/her cooperating SLP teacher.
2. Become acquainted with the children in the caseload. Review files.
a. Their names
b. Type(s) of disorder(s)
c. General speech and/or behavior patterns
- Significant characteristics and unique features, which will help recall each child or influence therapy progress.
e.IEP and other paperwork
3. Observe the cooperating SLP, noting daily routine, manner of relating to staff, general therapy procedures, routine management, rapport-building techniques, etc. Practice taking data for individual and group sessions.
4. Gain general orientation to the buildings, location of key sites such as administrative offices, health services, supply rooms, teachers' room, library, materials and office equipment and other important areas or resources.
- Become acquainted with:
a. Building schedules.
b. Building procedures (especially emergency procedures).
c. Lines of responsibility within each school.
6. Meet personnel--principals, teachers, other specialists and non-certified staff.
7. Begin an organizational system containing important information such as scheduling, observation notes, lesson plans, data, etc. Have lesson plans and other necessary materials available to university supervisor at each site visit.
8.Select the first cases with the cooperating SLP teacher and write lesson plans and goals as needed. It is suggested that lesson plans be submitted the Thursday before the following week so that the cooperating SLP has time to review them, suggest revisions and return them to the student to make corrections before the upcoming week.
9.Observe students in various settings throughout your practicum, i.e. in their regular classroom, special education classroom, at recess, at lunch, in library/music/art, with occupational/physical therapist, with other related service specialists, etc.
- Arrange with cooperating SLP for regular meeting time to discuss specific concerns.
Second to Third Week
Selective therapy should begin during the second week. Begin therapy with one individual or small group and gradually extend to one half day. This is a period of transition and should be utilized to become fully acquainted with the items noted above. Once the student clinician has taken the responsibility for planning and implementing therapy for an individual or group, he/she should assume that the responsibilities for that session would continue until the student teaching assignment has been completed.
By the end of the third week, the student clinician should assume approximately one third of the cooperating SLP's caseload. The entire caseload (or close to it) should be assumed as soon as possible. All student clinicians should carry close to a complete load for a minimum of two weeks and preferably four to five weeks.
When the student assumes responsibility for a case, he/she should:
1.Establish written objectives and develop intervention plans for the individuals or groups assigned.
2.Write evaluations, as requested by the cooperating SLP, discussing the reasons for success or failure of therapy goals, being as specific as possible.
3.Record and chart data.
- Modify objectives as frequently as evaluation indicates the need to do so. If possible during the second or third week, observe one other speech-language specialist providing therapeutic service.
Fourth and Fifth Week
By the close of the fifth week, the student should have assumed a majority of the caseload. During this period, the student should:
1. Provide daily (diminishing to weekly, if appropriate) intervention plans and brief evaluations of therapy sessions, submitting plans to the cooperating SLP for corrections and comments at least one day prior to implementation.
2. Gradually introduce those strategies, motivating devices, etc. which will distinguish his/her therapy from that of his/her supervisor.
3. Gradually assume responsibility for routine reporting normally done by the cooperating specialist.
4. Conduct therapy with and without the direct supervision of the cooperating SLP. The cooperating SLP will be alert to the abilities of the student and leave the therapy room for periods of time to help the student establish full responsibility for the therapy situation.
5. Invite associates (cooperating SLP, parents and principals) to observe therapy.
6. Participate in parent conferences, multidisciplinary team meetings and other activities related to the success of clients or program. Such activities might include open houses, PTA meetings, etc.
7.Participate in Mid-term Conference with cooperating SLP.
Sixth through Tenth Week
During this period, the student should:
- Maintain responsibility for the entire caseload with the exception of those children the cooperating SLP teacher does not believe the student SLP should take responsibility for. (This is left to the discretion of the cooperating SLP.)
- Assume evaluation, data retrieval and record-keeping duties normally performed by the cooperating SLP.
3.Assume client progress reporting normally performed by the cooperating SLP teacher. If possible, conduct an IEP meeting with SLP present.
4.Complete competencies required for the Final Full Time Practicum.
5.Gradually assume responsibility for personal competence and growth.
- Attend final conferences with cooperating SLP and university supervisor.