Level II Student Teaching Practicum

5

I&L 2536

Level II Student Teaching Practicum

Fall 2005

The Level II Student Teaching Practicum is a 14-week clinical experience that provides the opportunity to directly serve children and youth with visual impairments who may also possess additional disabilities in an inclusive (itinerant) school setting. Emphasis will be placed on serving the needs of children within the educational settings and consulting with parents and teachers. Evidence of the student teaching experience is developed through a portfolio to demonstrate knowledge in the areas of assessment, lesson plan development and implementation, documentation of student progress towards IEP goal attainment, and to fulfill the requirements of the PDE 430. Each component of the portfolio provides the student-teacher a ‘mock’ opportunity to develop required materials and documentation as a certified teacher of the visually impaired.

Requirements: Student Teaching Portfolio

The final student teaching portfolio is due by December 2, 2005 and contains both PDE 430 documentation/evidence and the required portfolio projects. Evidence for the PDE 430 is to be collected throughout the 14-week student-teaching experience and submitted throughout the term for feedback by the university supervisor as outlined on the provided rubrics.

A well developed Student Teaching Portfolio is a useful tool to demonstrate to a perspective employer your knowledge and skills in the field of visual impairment. Develop your portfolio into the four categories that correspond to the four domains on the PA 430:

I.  Planning and Preparation

II.  Classroom Environment

III.  Instructional Delivery

IV.  Professionalism

For each domain, write a 1-2 page narrative describing what each of the four categories means to you and how you met competency in each area. Also, for each piece of evidence included, include a brief statement (2-4 sentences) on a sticky note or on the back of the document to explain why you chose that piece of evidence.

During the student teaching experience, you will be required to develop an observation journal that documents all lessons observed during the first two weeks (minimum) of your practicum. The observation journal should include relevant details to the lesson such as: student name, lesson location, materials used, lesson design and implementation (learning objectives, instructional delivery, and wrap-up), behavior redirection strategies used, next instructional steps, etc. Once lesson routines such as morning circle have been established in the journal, please do not rewrite the routine but reference it and indicate any noteworthy differences or changes. Developing the observation journal provides novice student teachers the opportunity to watch their cooperating teachers interact and teach. This process is valued to gain insights to the goals the student is currently working on and the various lessons that can be designed to reach them.

Student-Teaching Portfolio Components/Evidence to Submit – See both the PDE 430 form and the rubrics for the portfolio projects for more details:

I.  Planning and Preparation

·  Development of student demographic sheets: use pseudo names for the students and classroom teachers (for confidentially), school, grade, pathology with visual acuities, IEP goals. Also include antidotal information such as the name of principal and secretary and other relevant information.

·  Class/Student schedule including weekly lesson plans

·  Classroom Observation Journal

·  Bibliographies of resources used (web sites, curriculums, books, etc.)

II.  Classroom Environment

·  Lesson observations are to be completed weekly by the Cooperating Teacher. Choose three Lesson Evaluations and include the following supporting evidence:

·  The Lesson Plan

·  A Lesson Reflection

·  Cooperating Teacher’s Midterm and Final Evaluations

·  Able to explain the school’s discipline policy with regard to disruptive students

·  Able to explain the school’s policy regarding emergency student situations i.e.: fire drill, weather alert, human relations policy, child abuse policy, sexual harassment policy, and bullying policy

III.  Instructional Delivery

·  All Field Supervisor’s Observation Forms

For each university supervisor’s observation, include:

·  Your Instructional Plan and Preparation write-up

·  Your Lesson Plan

·  Your Lesson Reflection

·  Samples of informal and formal assessments:

Portfolio Projects are to be completed during your student teaching practicum. Projects are to be submitted as completed to receive feedback from the university supervisor. See rubrics for project explanations.

·  Interpretation of an Eye Report

·  Educational Functional Vision Evaluation

·  Learning Media Assessment

·  Mock write-up of IEP/IFSP

·  Unit Plans

·  Conduct an In-Service

·  Student Progress Tracking

·  Example of both (1) curriculum and (1) leisure activity adaptation

·  Three samples of student work/teacher made materials (pictures work if the project is large)

IV.  Professionalism

·  Evidence of membership in professional organizations

·  Resume

·  Professional references

·  Praxis Scores

·  Professional Code of Ethics for each certification area (TVI and/or O&M)

·  Completed Logs with Relating Evidence:

·  School and District Contribution Log

·  Use of Resources Log

·  Professional Development Log

·  Family/Caregiver Contact Log

Student Teaching Portfolio Rubric

Interpreting Eye Reports

Description:

You are to interpret an eye report by focusing on the medical interpretation and discussing any potential educational implications.

Requirements:

·  You can either use my eye report sample OR get permission to use an eye report from one of your students. If you use an eye report from your student teaching placement, have permission from the cooperating teacher and the parent. For reasons of confidentiality, disguise ALL identifying information (name of student, grade, eye doctor, date of report, time of onset, classroom teacher, school, and any other relevant information).

·  List any prescribed ocular devices such as: glasses, monocular’s, etc.

·  Discuss in short essay format: acuities known for near and distant, visual fields, pathology, and prognosis.

·  Based on just the medical perspective, discuss relevant educational implications.

Interpreting Eye Report Rubric

Medical interpretation of the eye report

Educational Implication discussion

Organization, correct grammar, and spelling

Comments:

5

Student Teaching Portfolio Rubric

Educational Functional Vision Evaluation

Description:

You are to conduct one educational functional vision evaluation on a student with low vision of your choice.

Requirements:

·  Use a heading format.

·  Include demographical information important to the school environment.

·  For reasons of confidentiality, disguise all identifying information (name, eye doctor, classroom teacher, school, etc.).

·  Write a statement identifying the reason for the evaluation and/or a description of the student’s current services.

·  Evaluate all areas of this student’s visual functioning as discussed in class.

·  Use functional terms and write clear descriptions that parents and classroom teachers can understand.

·  Define unfamiliar, technical and/or medical terms as needed for clarification.

·  Include recommendations.

·  Write an eligibility statement as necessary.

·  Sign your name with your qualifications.

·  Be as concise and as brief as possible (maximum - 3 pages single spaced).

·  Remember to ask assistance from colleagues and/or cooperating teachers. Evaluations are a team process.

EVFE Rubric:

Evaluation covers each assessment area.

Format contains background information and list of recommendations.

Organization, correct grammar, and spelling

Comments:

Student Teaching Portfolio Rubric

Mock IEP/IFSP write-up

Description:

You are to develop a mock write-up of an Individualized Education Program (IEP). Work with your cooperating teacher to identify a student to gather data in each of the areas of the forms.

Requirements:

·  Use either your school district’s form or obtain a blank one from me.

·  Include demographical information important to the front cover page.

·  For reasons of confidentiality, disguise all identifying information (name, grade, eye doctor, classroom teacher, school, etc.).

·  Complete the entire plan focusing on the student’s vision component as your main area (do not include other related service goals).

·  All statements must be in complete sentences, in language that parents and other team members can understand. Define terms if necessary. This includes:

o  Student’s Present Levels of Educational Performance

o  How the student’s disability affects involvement and progress in general education curriculum (strengths and needs)

o  Supports for the child provided by school personnel

o  Extended school year

o  Explanation of the extent, if any, the student will not participate with non-disabled children in the regular class and in the general education curriculum.

·  Goals – must relate to statements made in the needs section. Goals and objectives should be developed/stated as reviewed in class. You should have at least 3 goal areas for instruction (and 2 short term objectives to reach these annual goals.

·  Specially Designed Instruction – focus on your area of vision expertise on classroom (educational needs) and/or O&M accommodations.

·  Sign and date the coversheet with your name and credentials.

·  The IEP is a team process. There are areas of this IEP that will and should be completed as a team. Utilize the resources at your student teaching placement or work place to develop this document. If you have further questions ask your instructor. For example, look at Section VIII, Reporting Progress. Find out how your school reports progress. Use that information for the student. The emphasis is to give you practice in writing goals, developing the statement of present educational levels of performance and addressing modifications to the general curriculum, and in seeking information from the team.

IEP Mock Write-Up Rubric:

Content covers each IEP area - emphasis on vision needs

IEP goals objectives that are logical in need and progression based on PLEPs

Organization, correct grammar, and spelling

Comments:

Student Teaching Portfolio Rubric

Learning Media Assessment:

Description:

You are to conduct a Learning Media Assessment (LMA) and write a LMA report discussing current progress.

Depending on the age and reading level of the student being assessed, use the appropriate forms in the LMA Resource Guide:

Form 1: General Student Information - required

Form 2: Sensory Channels - required

Form 3: General Learning Media

Form 4: Indicators of Readiness for a Conventional Literacy Program

Form 5: Initial Selection of Literacy Medium

Form 6: Continuing Assessment of Literacy Media

Form 7: Literacy Tools Inventory

Form 8: Functional Learning Media Checklist

Form 9: Indicators of Readiness for a Functional Literacy Program

Form 10: Initial Selection of Functional Literacy Medium

Form 11: Continuing Assessment of Functional Literacy Media

Requirements:

·  Conduct a thorough assessment based on the abilities of the student.

·  Include all notes from assessment forms, including oral and silent reading excerpts.

·  In a short essay, write a summary of current levels and recommendations for instruction.

LMA Rubric:

Documentation on forms – use of observable and objective statements

Summery of current levels and recommendations

Organization, use of correct grammar and spelling

Comments:

5

Student Teaching Portfolio Rubric

Student Progress Monitoring

Description:

You are to demonstrate various ways to track your student progress towards IEP goal attainment. Developing and maintaining this type of documentation validates progress as determined in the criteria for goal objectives/benchmarks.

Requirements:

·  Keep progress records for 3 different students based on one of their IEP goals.

·  You are to utilize a variety of tracking formats, based on the objective.

·  For each student, write a brief summary to discuss the students’ progress to date, based in the tracked goal areas that could be included in parent quarterly progress reports. (Plan to complete this requirement during the report card period.)

Student Progress Tracking Rubric:

Development and documentation of the 3 students’ IEP goals being tracked

Three Written summaries of progress-to-date for parent progress reports

Use of correct grammar and spelling

Comments:

5

Student Teaching Portfolio Rubric

In-Service

Description:

You are to conduct an in-service for either the classmates of a student who is visually impaired or for the general education team who works with a student who is visually impaired. Regardless of the audience, the information shared during the in-service should educate the public’s understanding of visual impairments (opportunities for self-advocacy and independence) and to provide insights (dispel myths) to the tools used by people who are either blind and/or low vision. Please refer to Chapter 21 from the Foundations Vol. II textbook as a reference.

Requirements:

To effectively implement your in-service, you will need to:

·  Identify the audience and establish the in-service date and time

·  Develop a lesson plan to prepare for the presentation (include information outlined on page 756 as appropriate to the audience)

·  Within your lesson plan, develop relevant and appropriate simulated experiences for the audience members to participate/experience (consider the age group, the visual condition discussing, and opportunities to promote independence)

·  Implement the in-service

·  Write a brief summery (self-reflection) highlighting the in-service: identify the presentation’s strengths and areas for improvement and discuss how you measured/assessed your audiences knowledge of the information presented.

In-Service Rubric:

Development of in-service lesson plan (including simulated experiences)

Summery of the in-service

Evidence to submit: lesson plan, photo’s of audience experiencing the

simulated exercises or the materials developed (need to have permission to take photo’s of students and adults), and the self-refection summary.

Use of correct grammar and spelling

Comments:

5

Student Teaching Portfolio Rubric

Curriculum and Leisure Activity Adaptation

Description:

You are to include an adapted lesson for both a curriculum based and leisure time activity. The adapted activities/lessons can be either tactual/braille or large print/high contrast. Consider the appropriative ness of the material being adapted: age appropriate, relating to either the core or expanded core curriculum goals, and accessible in the chosen medium.

Requirements:

·  Develop and submit both a curriculum and leisure activity adaptation.

·  Write a brief summary of original material, needs of the student, and appropriate ness of both adaptations.

Adaptation Activity Rubric:

Development of adapted material - curriculum

Development of adapted material – leisure time activity

Two written rational statements based on the student’s needs and relevance of

activity/lesson.

Use of correct grammar and spelling