SpEd677

 

Embed or link this publication

Popular Pages


p. 1

touro college school of education and psychology graduate division graduate studies in education and special education student guide sped 677 practicum in special education grades 5 ­ 9 revised 2010 page 1 of 33

[close]

p. 2

touro college school of education and psychology graduate division sped 677 practicum in special education grades 5-9 table of contents pages 1 2 3 4-5 6 7 8 9 10-11 12 13 14-15 16-18 19-20 21-25 26 27 28-32 33 cover table of contents introduction to 677 course description student/site introduction term project outline school certification time sheet practicum activity checklist written assignment on evidence-based methods of instruction and intervention observation log issues of importance practicum cooperating teacher evaluation practicum student teacher lesson observation teaching rubric for lesson observation instructions for written assignments reference guide apa style sheets suggested readings this guide book additional information and forms are available at website of professor jeffrey h dicker jdicker.webhop.org page 2 of 33

[close]

p. 3

touro college school of education and psychology graduate education and special education rd 43 west 23 st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462-4889 677 dear practicum student this course includes two 2-20 day practicum experiences or two 100-hour practicum experiences in special education inclusion classes with a strong special education component are acceptable over the course of the two semesters of work in field/practicum courses some hours must be completed in work with children from high need communities the following pages constitute a student guide prepared to facilitate your work for the course we are confident that if you follow the guidelines you will gain professionally from your experiences in order for you to get the most out of your practicum experience we have included some forms for you to complete that will help focus your attention in addition to performing various activities in your classroom you are expected to teach a gradually increasing number of lessons your assigned practicum instructor should be contacting you during the first two weeks of the semester feel free to contact us if there is any problem regarding contact with your assigned instructor you and your practicum instructor will arrange for at least two observation visits at your school site you can arrange for visits at times that are convenient for your cooperating teacher the field instructor and yourself in addition to observing you at work the instructor will have the opportunity to meet and talk with your cooperating/supervising teacher and if possible administrators at the school live group meetings with your practicum instructor will be held at the beginning middle and end of the semester all practicum students are required to attend the meetings medically documented illness and other urgent matters that make attendance impossible should be discussed with your assigned faculty member if we can be of any assistance feel free to contact us 07 677master2007 677intro2007.doc page 3 of 33 fall 2007

[close]

p. 4

touro college school of education and psychology graduate division sped 677 practicum in special education grades 5-9 course description students complete one 20-day practicum experience or its equivalent at least 100 hours teaching students with disabilities inclusion classes with strong special education components are acceptable at the grade 5-6 level and one 20-day experience or its equivalent at least 100 hours teaching students with disabilities inclusion classes with strong special education components are acceptable at the grade 7-9 level all student teaching is done in accredited schools with the involvement of appropriately certified supervising or cooperating teachers who submit student evaluation forms at the conclusion of the semester over the course of the field experience and practicum courses some work is done in a high need school or a school serving a high need community students keep time sheets of their hours complete a written assignment on their understanding and use of evidence-based methods of instruction and intervention respond to questions involving middle school education and complete a comprehensive culminating project in which they analyze and discuss the ways in which various aspects of the program have affected their understanding of and interventions with children students also present a comprehensive case study that integrates relevant research and write a reflection paper on their experience of completing the case study the course includes scheduled group meetings an assigned touro college faculty member observes student teachers presenting a minimum of two formal lessons in the classroom or other educational facility 3 credits note students may not register for edse676 and sped677 during the same semester student learning outcomes · students will carefully observe and analyze various classroom and school activities · students will demonstrate sensitivity to the physical emotional and intellectual needs of students within the framework of classroom activities · students will demonstrate good content knowledge in areas of instruction · students will foster critical thinking skills and information literacy in children · students will apply principles of differentiated instruction and work effectively with students with disabilities · students will work effectively with students in high need schools · students will demonstrate sensitivity to needs of students from diverse cultures · students will appropriately apply nys learning standards naeyc standards and cec standards to their work · students will demonstrate sound grounding in principles of child development and learning and cognitive education · students will demonstrate awareness of educational technology resources and ability to use technology for instruction · students will demonstrate ability to relate constructively to students in group activities · students will demonstrate satisfactory presentation of at least two formal lessons which are appropriate to the strengths and limitations of the children with whom they work · students will demonstrate ability to assess for understanding and use such assessment results for improvement of teaching and learning · students will demonstrate an ability to use supervision in a constructive manner · students will submit culminating projects that demonstrate ability to make use of and conduct research as well as good analytical and writing skills page 4 of 33

[close]

p. 5

sped 677 practicum in special education grades 5-9 page 2 course requirements · attendance at class meetings the only excused absences are with a doctor s note or approval of department chair deputy chair or director of student teaching · submission of all forms requiring signatures from the student practicum guide · documentation of hours and days signed by student and cooperating teacher or supervisor · activities checklist submitted · submission of written assignment on evidence-based methods of instruction and intervention · submission of logs for observation of lesson presentations · submission of responses to questions on teaching children in grades 5-9 · observations #1 and #2 by college faculty member forms submitted by faculty member · cooperating teacher evaluation form submitted · culminating project with case study and reflection paper on the case study see instructions for the case study and for the reflection paper in your student practicum guide · course evaluation form submitted · students must take and pass a midterm and final examination suggested text learning to teach by richard i arends most recent edition mcgraw-hill isbn 0-07-232164-4 assigned faculty members may assign alternative texts and/or other readings page 5 of 33

[close]

p. 6

touro college school of education and psychology graduate education and special education rd 43 west 23 st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462-4889 to whom it may concern this letter is to introduce our practicum student students in our program complete the requirements for dual certification in general education and teaching students with disabilities on the early childhood elementary school or middle school level observing lessons modeled by master teachers and involved participation in the classroom with students offer opportunities for theory to be applied in practice students must complete both field experience and practicum courses an assigned touro faculty member will observe the practicum student conducting at least two formal lessons we suggest that the cooperating teacher provide different opportunities depending on the developmental level of the student s program some suggestions follow during the practicum 1 the opportunity to observe lessons and discuss strategies 2 the opportunity to plan lessons with the cooperating teacher and on his or her own 3 the opportunity to become familiar with the grade curriculum texts resources and school policies 4 the opportunity to interact with students in a range of educational settings 5 the opportunity to teach a gradually increasing number of lessons during the semester 6 the opportunity for feedback on observations of the lessons taught in order to focus students in their observation and to document time spent in class students have a number of forms to complete for their work in the practicum course please explain to the practicum student the daily routine you would like him or her to follow absence policies etc structure and guidance will maximize the effectiveness of this experience touro s practicum instructor/advisor will observe the student at work in the classroom on at least two occasions after first conferring with the appropriate school staff members the student teacher should arrange mutually acceptable dates and times with the touro instructor for the lesson observations 07 683master2007 6p99studentintro2007.doc page 6 of 33 fall 2007

[close]

p. 7

touro college graduate school of education and psychology 946 kings highway room 216 brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 professor jeffrey h dicker director of student teaching eileene leibowitz assistant director of student teaching dear students the following summary lists the items that you are required to include when submitting your final project this page will assist you throughout the term in completing your field experience and/or practicum course please refer to this page before spiral binding your final project 1 cover page a decorative cover will enhance your final project 2 table of contents ­ create a table of contents listing different sections of your project 3 school administrator s certification to be signed by the principal and cooperating teachers 4 student time sheet before entering information make three copies in case you have multiple schools or assignments 5 written assignment on evidence-based methods of instruction and intervention 6 log for observations of lesson presentations make fifteen 15 copies of this form 15 weeks 1 per week these forms are to be used for detailed analyses of lessons you have observed 7 some issues of particular importance complete both pages 8 cooperating teacher evaluation form make copies for each cooperating teacher to complete for evaluation of your professional performance 9 written assignments follow instructions in the student guide note this is a professional work and should not have removable pages therefore please be sure to spiral bind your project page 7 of 33

[close]

p. 8

touro college school of education and psychology graduate education and special education rd 43 west 23 st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462-4889 dear school administrator we are pleased that a touro college graduate student is completing his or her field experience or practicum in your school working with certified and licensed administrators and teachers in a professional environment is a key factor in our teacher education programs in order to document service in your school we ask that this form be completed thank you in advance for your cooperation feel free to contact us if you would like additional information or have any questions about our field experience/practicum courses sincerely date student name course number school name or number telephone number school address administrator s name date attests to the fact that is a nys accredited school administrator s signature school name/number cooperating teacher s name grade type of class type of nys teacher cert date cooperating teacher s name grade type of class type of nys teacher cert date cooperating teacher s name grade type of class type of nys teacher cert date cooperating teacher s name grade type of class type of nys teacher cert date fall 2007 er07 682master2007 699schoolcert2007.doc page 8 of 33

[close]

p. 9

touro college school of education and psychology graduate education and special education rd 43 west 23 st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462-4889 sped 677 practicum in special education grades 5-9 time sheet name practicum hours in special education practicum hours in special education school grade 5 6 school grade 7 9 100 hours 100 hours date hours coop supv teach date hours coop supv teach additional copies of this form can be downloaded from the website of professor jeffrey h dicker jdicker.webhop.org 7time2007.doc page 9 of 33 fall 2008

[close]

p. 10

touro college school of education and psychology graduate education and special education 946 kings highway brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 school of education and psychology graduate education and special education 43 west 23rd st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462-4889 professor jeffrey h dicker director of student teaching eileene leibowitz assistant director of student teaching practicum activity checklist for cooperating teacher the following suggested activities would be valuable for our practicum student different activities pertain to work with children at different developmental levels a cooperating teacher may choose to check off each activity as it is completed activities are not limited to those appearing on the list 1 instructional responsibilities plan and assemble a bulletin board read a story aloud teach a small group spelling lesson math lesson reading lesson social studies lesson science lesson language arts lesson teach a large group art lesson music lesson social studies lesson science lesson language arts lesson reading lesson incorporate manipulatives into a lesson demonstrate the use of cooperative learning develop a complete unit in a specific subject area organize a field trip participate in a team teaching experience assume or share total planning and teaching for a particular lesson incorporate computer technology in a lesson incorporate library resources in a lesson demonstrate the ability to prepare lesson plans for a substitute teacher 2 student and program evaluation use pre-assessment formative assessment and summative assessment to choose and adapt evidence-based methods of instruction and intervention construct a test or evaluative tool administer a test or evaluative tool interpret test results use a test or evaluative tool to diagnose and suggest remediation for an individual student a group of students use authentic assessment tools such as observation anecdotal note taking portfolio evaluations and checklists 3 use of technology and other instructional aids demonstrate practical use of available technology cd player listening station opaque lcd and/or overhead projector copying machines video recorder laminating machine computer assisted learning electronic record keeping web page design internet lesson planning powerpoint or multimedia presentations 4 program maintenance supervise daily logistical activities demonstrate knowledge of emergency procedures including location of sterile gloves demonstrate knowledge of function and responsibilities of support staff page 10 of 33

[close]

p. 11

5 classroom management manage individual and group behavior conducive to an effective learning climate maintain a neat and orderly classroom facilitate cooperative learning groups participate in supervisory duties on the playground participate in supervisory duties in the cafeteria maintain attendance records make and keep progress charts participate in maintaining cumulative records demonstrate knowledge of reporting procedures to parents 6 professional responsibilities attend after-school events including parent-teacher conferences attend faculty and in-service meetings learn all courses of study i.e programs of study mandated by the school system with the approval of cooperating teacher write a letter to pupils parents for example a letter of introduction or an information letter about a unit of study become familiar with the system used by the school district to assess the performance of teachers acquire knowledge of professional organizations and resources 7 additional teaching experiences prepare instructional plans for a teacher s aide or parent volunteer observe specialists pe teacher art teacher speech clinician music teacher reading teacher learning disabilities teacher gifted/talented teacher english as a second language teacher 8 other experiences including knowledge of school services and procedures for example clinical services school counseling services special testing special education homebound instruction page 11 of 33

[close]

p. 12

touro college school of education and psychology graduate education and special education 946 kings highway brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 school of education and psychology graduate education and special education 43 west 23rd st office 301 new york ny 10010 telephone 212-463-0400 ext 5797 fax 212-462-4889 professor jeffrey h dicker director of student teaching eileene leibowitz assistant director of student teaching written assignment on evidenced-based instruction and intervention in an essay of approximately 1,250 words respond to the following 1 the terms evidence-based instruction research-based instruction and scientificallybased instruction are often used interchangeably what is the basic meaning of such terms and the approach to instructional practices and interventions advocated in their name 2 what did you learn in the program you are now completing including in student teaching about specific evidence-based methods of instruction and intervention which courses were most helpful in this regard 3 what are the specific uses you have made of evidence-based instruction and intervention in your practicum 4 what are some of the ways knowledge of and skill in using evidence-based methods of instruction have made a difference in your instructional practices 5 critically discuss and evaluate the principle that methods of instruction and intervention should be evidence-based what are the difficulties you feel may exist in the ability to transfer what research points to as effective for teaching and learning and what will work best for you in the classroom with your students for resources that may assist you on this assignment see http schools.webhop.org/tourorlehrer and http lehrer.webhop.org page 12 of 33

[close]

p. 13

touro college school of education and psychology graduate division log for observations of lesson presentations the student should complete a minimum of one per week a total of 15 touro student cooperating teacher school date class grade subject type of class lesson topic specify general or special education aim or behavioral objective applicable n.y.s learning standards http www.emsc.nysed.gov/nysatl/standards.html motivation review and link with prior knowledge explanation and demonstration of rules and procedures medial summaries opportunities for practice final summary assessment of understanding class management comments on lesson and related matters please consult the website of professor jeffrey h dicker to download this form jdicker.webhop.org h fepguides fepmaster07 682master2007 699lessonobserve2007.doc fall 2008 page 13 of 33

[close]

p. 14

touro college school of education and psychology graduate education and special education 946 kings highway brooklyn ny 11223 telephone 718-301-2031 fax 718-627-3684 677 school of education and psychology graduate education and special education rd 43 west 23 st office 301 new york ny 10010 telephone 212-463-0400 ext 797 fax 212-462 professor jeffrey h dicker director of student teaching eileene leibowitz assistant director of student teaching sped 677 practicum in special education grades 5-9 some issues of particular importance when working with middle school students 1 how have you adjusted the types and ways of asking questions so that they are particularly suited developmentally to students in grades 5-9 2 what are some of the ways in which you have recognized the achievements and efforts of students that are particularly appropriate for youngsters during early adolescent development 3 how have you dealt with some of your difficult to manage feelings that typically arise in work with students in grades 5-9 page 14 of 33 r2007 677importance2007.doc page 1 of 2 fall 2007

[close]

p. 15

sped 677 practicum in special education grades 5-9 page 2 some issues of particular importance when working with middle school students 4 what are some of the strengths you have found you have in work with students in grades 5-9 that you can build on and further develop 5 what have been some of the particular difficulties you have had in your work with middle school students and what steps can you take to improve in these areas 6 describe work you have done with your students that has integrated curriculum across disciplines and how students have responded to such activity windowpc f danweb 101web touro fepguides fepmaster07 677master2007 677importance2007.doc page 15 of 33 page 2 of 2 fall 2007

[close]

Comments

no comments yet