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touro college graduate school of education graduate studies in education and special education student guide edse 682 field experience and practicum i early childhood general and special education birth-grade 2 revised 2011 page 1

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touro college graduate school of education edse682 field experience and practicum i early childhood general and special education birth-grade 2 pages 1 2 3 4 5 6 7 8 9 10-11 12 13 14-15 16-17 18-20 21 22-23 24 25-29 30 31 32-36 37 38 table of contents cover table of contents introduction course description student/site introduction term project outline school certification time sheet field experience activity checklist practicum activity checklist anecdotal log observation log issues of importance field experience cooperating teacher evaluation field experience cooperating teacher evaluation practicum verification of field experience student teacher lesson observation assessment of student learning teaching rubric for lesson observation instructions for written assignments reference guide apa style sheets suggested readings instructor s comments this guide book additional information and forms are available at the website of professor jeffrey h dicker jdicker.webhop.org s danweb 101web touro fepguides fepmaster11 682guide2011 682toc2011.docx page 2 fall 2011

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682 graduate school of education 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 touro college dear field experience/practicum student this course includes both a field experience component 50 hours in general education [inclusion classes with strong general education components are acceptable and 100 hours in special education [inclusion classes with strong special education classes are acceptable and a practicum component one 20-day experience or a 100-hour experience in general education 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 experience in order to help you get the most out of your observation time we have included some forms for you to complete that will help focus your attention in addition to performing various activities in your classroom for your practicum component of the course you are expected to teach a gradually increasing number of lessons your field/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 for the practicum component of the course you will arrange for at least one observation visit with this assigned faculty member you and your field/practicum instructor can arrange for a visit at a time that is convenient for your cooperating teacher the 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 field/practicum instructor will be held at the beginning middle and end of the semester all field experience/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 s danweb 101web touro fepguides fepmaster11 682guide2011 682intro2011.docx page 3 fall 2007

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touro college graduate school of education edse682 field experience and practicum i early childhood general and special education birth-grade 2 course description for the field experience component of the course students complete 50 hours of observations in general education at the birth-pre-k kindergarten or grade 1-2 level students also complete 100 hours of work with students with disabilities at a level not used in general education inclusion classes with strong special education components are acceptable for the practicum component of the course students complete an additional 20 days or 100 hours in general education at one of the three age/grade levels over the course of the field experience/practicum courses students must have experience at all three levels actual teaching is a component of the practicum part of the course 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 cooperating teachers should have a masters degree and a minimum of three years teaching experience 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 logs in which critical incidents are recorded and analyzed respond to questions involving young children and complete two term papers the course includes scheduled group meetings an assigned touro college faculty member meets with students at their field experience/practicum sites and observes and evaluates student work with children in the school or equivalent educational setting the faculty member and cooperating teacher evaluate both the field experience and practicum components of student work in the course 3 credits note students may not register for edse682 and sped683 during the same semester student learning outcomes students will document in a professional fashion observations of various classroom and school related activities students will demonstrate sensitivity to the physical emotional and intellectual needs of individual students within the framework of various classroom activities students will demonstrate the ability to relate respectfully and empathically to students on a one-to-one basis and in group activities students will demonstrate a growing knowledge of educational needs of young children including children with disabilities and an ability to apply knowledge in their relationships with the children with whom they work for the practicum segment of the course student teachers will demonstrate successful presentations of lessons/activities appropriate to the class or group level showing sensitivity to the strengths and limitations of the students students will demonstrate growth in their ability to manage group processes students will demonstrate a growing ability to check for student understanding of lesson presentations and assess student learning course requirements attendance at class meetings the only excused absences are with a doctor s note or with the approval of the department chair school administration certification form completed and submitted documentation of hours and days signed by student and cooperating teacher or supervisor activities checklist submitted anecdotal logs submitted logs for observation of lesson presentations submitted responses to questions on teaching young children submitted lesson plan submitted for observation lesson for practicum component of the course visit by assigned faculty instructor visitation and observation form submitted by faculty member cooperating teacher evaluation form submitted written assignments 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 s danweb 101web touro fepguides fepmaster11 682guide2011 682description2011.docx page 4 fall 2007

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touro college graduate school of education graduate programs in education and special education 43 west 23rd st office 301 new york ny 10010 telephone 212-463-0400 ext 5797 fax 212-462-4889 682 to whom it may concern this letter is to introduce our field experience/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 offers opportunity for theory to be applied in practice students must complete both field experience and practicum courses an assigned touro faculty member observes students for observation lessons in the practicum experience we suggest that the cooperating teacher provide different opportunities depending on the developmental level of the student s program some suggestions follow during the field experience phase of training 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 during the practicum phase of training 1 all of the above opportunities 2 the opportunity to teach a gradually increasing number of lessons during the semester 3 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 field/practicum courses please explain to your field experience/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 during the practicum component of the course after first conferring with the appropriate school staff members the student teacher should arrange a mutually acceptable date and time with his or her instructor for the lesson observation for any questions or concerns please contact professor jeffrey dicker director of student teaching at 718-301-2031 or via email at jeffreyd@touro.edu s danweb 101web touro fepguides fepmaster11 682guide2011 682studentintro2011.docx page 5 fall 2011

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touro college graduate school of education graduate programs in education and special education office of student teaching 946 kings highway room 216 brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 682 694 676 professor jeffrey h dicker director of student teaching professor 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 course please refer to this page before spiral binding your final project 1 cover page ­ a decorative cover will enhance your final project please do not take pictures or include pictures of your students please include on the cover your name course number and section professor s name semester and year a decorative graphic 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 anecdotal log for field experience ­ a total of thirty 30 anecdotal logs is needed these are analyses of classroom and school activities that you have observed this document may be downloaded from http jdicker.webhop.org 6 log for observations of lesson presentations ­ a total of fifteen 15 observations is needed these forms are to be used for detailed analyses of lessons you have observed this document may be downloaded from http jdicker.webhop.org 7 some issues of particular importance complete all pages this document may be downloaded from http jdicker.webhop.org 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 this guide book additional information and forms are available at the website of professor jeffrey h dicker jdicker.webhop.org s danweb 101web touro fepguides fepmaster11 682guide2011 6f99project2011.docx page 6 fall 2010

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touro college graduate school of education graduate programs in education and special education 43 west 23rd st room 301 new york ny 10010 telephone 212-463-0400 ext 5797 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 touro id 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 cooperating teacher s name grade grade grade grade type of class type of class type of class type of class type of nys teacher cert type of nys teacher cert type of nys teacher cert type of nys teacher cert date date date date cooperating teacher s name cooperating teacher s name s danweb 101web touro fepguides fepmaster11 682guide2011 699schoolcert2011.doc page 7 fall 2011

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touro college graduate school of education graduate programs in education and special education office of student teaching 946 kings highway brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 student time sheet edse682 field experience and practicum i early childhood general and special education birth-grade 2 name practicum in general education school grade 100 hours field experience in general education school grade 50 hours date begin end hours coop supv teach date begin end hours coop supv teach field experience in special education 100 hours date begin end hours coop supv teach there are 3 grade levels birth ­ pre k kindergarten and grades 1-2 hours in general education and special education should be completed in at least two different grade levels additional copies of this form can be downloaded from the website of professor dicker jdicker.webhop.org s danweb 101web touro fepguides fepmaster11 682guide2011 682time2011.docx page 8 fall 2011

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graduate programs in education and special education office of student teaching 946 kings highway room 216 brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 touro college professor jeffrey h dicker director of student teaching professor eileene leibowitz assistant director of student teaching field experience activity checklist for cooperating teacher the following suggested activities are valuable parts of a field experience course different activities pertain to children at different developmental levels a cooperating teacher may choose to check off each activity as it is completed activities should not be limited to those appearing on the list 1 instructional responsibilities observe all the bulletin boards in and outside the classroom be able to stand in front of the class and give a mini-lesson or administer a test a mini-lesson can be reading a story giving an assignment demonstrate the ability to prepare a lesson plan with your cooperating teacher observe student work projects papers etc take class attendance learn of classroom procedures bathroom raising hands entering and dismissal 2 student assessment and program evaluation help grade papers for cooperating teacher assist teacher as directed with formal and informal assessments online and in print note the use of evidence-based instruction data driven instruction etc assist teacher as directed with iep sesis and/or with the review of student goals assist with the setup and use of technology e.g lcd projectors smartboard technology 3 program maintenance be aware of emergency procedures fire drills shelter drills intruder alert etc have knowledge of the layout of the school auditorium principal s office etc bathrooms security desk support staff assistant principals cafeteria 4 classroom management observe how teacher handles behavior problems help with emergency situations participate in supervisory duties on the playground in the cafeteria bus duty etc demonstrate knowledge of reporting procedures to parents observe educational approaches i.e differentiated instruction response to intervention rti 5 professional responsibilities be knowledgeable of the school calendar and school events parent-teacher conferences special programs etc become knowledgeable of new york state learning standards and common core standards used in the classroom note the use of lesson plan formats e.g universal design for learning udl 6 additional teaching experiences observe specialists in the school pe teacher speech clinician art teacher reading teacher music teacher gifted/talented teacher special education teacher english as a second language teacher technology teacher s danweb 101web touro fepguides 2011updatesfiles 6f99activitiesdraft1.docx page 9 fall 2011

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graduate programs in education and special education office of student teaching 946 kings highway room 216 brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 touro college professor jeffrey h dicker director of student teaching eileene leibowitz assistant director of student teaching 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 an educational unit a special education and general education class organize a field trip participate in a team teaching experience share lesson planning including provisions for differentiated instruction with cooperating teachers incorporate computer technology in a lesson with common core standards 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 smartboard internet video animations lcd and/or overhead projector e-portfolio video laminating machine computer assisted learning electronic record keeping web page design internet udl 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 practicum activity checklist for cooperating teacher s danweb 101web touro fepguides fepmaster11 682guide2011 6p99activities2011.docx page 10 fall 2011

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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 iep sesis 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 s danweb 101web touro fepguides fepmaster11 682guide2011 6p99activities2011.docx page 11 fall 2011

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graduate programs in education and special education office of student teaching 946 kings highway room 216 brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 touro college professor jeffrey h dicker director of student teaching professor eileene leibowitz assistant director of student teaching anecdotal log for field experience and practicum complete a minimum of 2 anecotal logs each week a total of 30 important a writeable word form of this document can be found on http jdicker.webhop.org gray areas will expand as you enter information course school address class date time started semester field experience/practicum instructor school cooperating teacher number of hours name of touro student grade/age day of the week time ended activities observed observations critical analysis of the observed activities with comments s danweb 101web touro fepguides fepmaster11 682guide2011 699anecdotal2011.docx page 12 fall 2011

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graduate studies in education and special education ~students should also use this for student lesson presentations that will be observed by touro faculty touro student school subject lesson topic the student should complete a minimum of one per week a total of 15 touro college log for observations of lesson presentations quick links nys learning standards common core standards ­ cec standards jdicker.webhop.org ­ lehrer.webhop.org right click on the links above and select open the gray areas will expand as you type cooperating teacher date class grade type of class general or special education select one aim or behavioral objective applicable nys and/or common core learning standard see quick links above motivation key vocabulary materials explanation and demonstration of rules and procedures modifications modifications and enhancements including use of technology for exceptional students research and/or other evidence that supports the instructional approach used in this lesson medial summaries mid-lesson opportunities for practice classroom management and interaction with students final summary assessment methods used to assess student understanding of this lesson s learning objectives s danweb 101web touro fepguides fepmaster11 682guide2011 699lessonobserve2011.docx page 13 fall 2011

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touro college graduate school of education graduate programs in education and special education office of student teaching 946 kings highway brooklyn ny 11223 telephone 718-301-2031 fax 718-627-4243 professor jeffrey h dicker director of student teaching professor eileene leibowitz assistant director of student teaching some issues of particular importance in working with young children note the gray areas will expand as you enter text 1 although young children often have difficulty communicating their thoughts and feelings verbally their behavior often communicates meaning implicitly note instances in which a teacher seemed to correctly read a child s implicit communication through behavior a b c d e comments 2 teachers incorporate a variety of teaching approaches that appeal to various learning styles and modalities highlight various teacher activities that are responsive to different learning styles and modalities a b c d e comments 3 shy children are often hesitant about joining group play activities what have you observed teachers do with such children that is responsive to their fears needs and wishes a b c d e comments edse682 field experience and practicum i early childhood general and special education birth-grade 2 s danweb 101web touro fepguides fepmaster11 682guide2011 682importance2011.docx page 14 fall 2011

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some issues of particular importance in working with young children note the gray areas will expand as you enter text edse682 field experience and practicum i early childhood general and special education birth-grade 2 page 2 4 creating a safe secure emotional as well as physical environment is particularly important in working with young children what are some ways you have observed teachers contributing to the creation of secure relationships and a safe emotional climate a b c d e comments 5 developmentally appropriate curriculum provides for a child s physical emotional social linguistic aesthetic and cognitive development cite some of the ways in which teachers you have observed encourage development in these areas a b c d e comments 6 how do teachers you have observed provide opportunities to support children s home culture and possibly language while also developing their ability to comfortably participate in the shared culture of the school community a b c d e comments s danweb 101web touro fepguides fepmaster11 682guide2011 682importance2011.docx page 15 fall 2011

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