CHAIR

GRADUATE ADVISORS

The teacher candidate engages in behaviors that demonstrate:

Dr. Alice Anderson

Dr. Kathryn Hoover

Dr. Elizabeth Altieri

Dr. Rachel Janney

Graduate Student Checklist

SPECIAL EDUCATION

GUIDELINES FOR PRACTICA/INTERNSHIPS

CRITERIA FOR SELECTION AND RETNETION OF

COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS

THE ROLES OF MAJOR PARTICIPANTS

ASSESSMENT OF STUDENT COMPETENCE

POLICIES REGARDING THE PRACTICUM EXPERIENCE DISCIPLINE

ATTENDANCE

Vacation and Holidays

Inclement Weather

ABSENCES

Absences Due to Illness

Absences for Professional Activity

Absences Due to Personal Reasons

Radford University Department of Special Education

791:791 Practicum Handbook

College of Education and Human Development

Peters Hall

P.O. Box 7006

Radford University

Radford, Virginia 24142

(540) 831-6425

http://www.radford.edu\~edsp-web/

(540) 831-6425

amanders@radford.edu

GRADUATE COORDINATOR

Dr. Carol Geller

(540) 831-5783

cgeller@radford.edu

Ms. Ellen Austin

Deaf and Hard of Hearing

(540) 831-5549

ebaustin@radford.edu

Dr. Debora Bays

High Incidence (EBD, LD, MR)

(540) 831-5190

dbays@radford.edu

Early Childhood Special Education

(540) 831- 5313

kahoover@radford.edu

Severe Disabilities

(540) 831-5590

ealtieri@radford.edu

High Incidence 5^th Year Program

(540) 831-5168

rjanney@radford.edu

Submitted graduate application to College of Education & Extended Education including the following:

GRE or MAT scores

Praxis I scores

Three letters of recommendation

Final transcripts

GPA 2.7

Essay on long/short term goals

Completed Program of Study signed by student and advisor:

Including any supporting or deficiency courses.

If applicable, date of change to Regular Status.

Completed Written Essay

To be completed within first 12 semester hours.

To be arranged with advisor.

Filed Program Change Forms If Changes Made From Original Approved Program

Submitted Application for Practicum with Advisor

Must be submitted at least one semester in advance of

the practica.

Scheduled Date of Final Comprehensive Examination

Must be completed at least 3 weeks before the end of

semester.

Remember to pick up approval form from Graduate Studies Office, 213 Preston.

Applied for Graduation

Due two weeks after beginning of final semester.

Submitted Application for Virginia Teaching License when licensure option is chosen.

Include practicum hours, official transcripts, and a check.

INTRODUCTION

The Radford University Department of Special Education offers teaching practice for students enrolled in the graduate program leading to licensure to teach students with Emotional Disturbances (ED), Specific Learning Disabilities (LD), Mental Retardation (MR), and Deaf and Hard of Hearing (DHH). The purpose of the graduate practicum experience is to allow candidates to thoughtfully apply the knowledge and skills essential for professional special educators.

PROGRAM GOALS AND OBJECTIVES

The special education program’s purpose, goals, and objectives are derived from the philosophy and mission statement of Radford University’s teacher education program. (Appendix D). Student competencies with regard to the program goals and objectives are assessed throughout the program of study. Finally, overall student competences is assess through the internship/practicum experience, which requires the prospective professional educator to apply the knowledge and skills learned in the university classroom. Criteria for student competence include demonstration and thoughtful application of special education knowledge and skills with regard to content, learners, best practice, and professionalism.

The cooperating teacher will hold a Master’s Degree and licensure in the specialty area.

The cooperating teacher must have a minimum of three year’s teaching experience in the specialty area.

The university supervisor will be qualified and experienced in teaching in the specialty area.

The cooperating teacher must have the approval of a public school administrator, and the special education university faculty. The chairman or personnel committee will recommend the university supervisory faculty.

Both cooperating teachers and university supervisors will follow practices congruent with the knowledge and skills expected of the student candidate.

Both the cooperating teachers and university faculty will adhere to and promote the Code of Ethics of The Council for Exceptional Children.

University Supervisor

The university supervisor works cooperatively with the principal and cooperating teacher in arranging the practicum, interpreting the program, and supervising the candidate. The supervisor visits each student approximately ten times during a fifteen-week period and conducts at least six structured observations of student teaching. Practicum students with seven-week assignments are visited approximately five times and observed a minimum of three times. Whenever possible, the university supervisor schedules conferences with the student and the cooperating teacher immediately following the structured observations to provide feedback to the student and establish a plan for improvement in needed areas. The supervisor evaluates the student on the basis of student products, conferences, and personal observations, as well as from the reports and recommendations of the cooperating teacher.

The university supervisor collects and maintains all supporting documents and files the appropriate forms with the Registrar.

Cooperating Teacher

The cooperating teacher works with the student and the university supervisor in planning a practicum experience that allows the student to gradually assume all duties and responsibilities of the cooperating teacher. The cooperating teacher provides daily supervision, performance feedback, and professional guidance to the student teacher. Cooperating teachers complete a midterm and final evaluation and conference with the student regarding the evaluation.

Graduate Practicum Student

The final responsibility for instruction and management remains with the cooperating teacher throughout the clinical experience. The practicum student meets the same schedule as the cooperating teacher, assumes teacher responsibilities including in-class and extra-class activities, under the guidance and supervision of the cooperating teacher. These activities include attending faculty meetings, parent-teacher conferences (with the approval of the teacher and the parent), home-school association meetings, professional and child study meetings, IEP meetings, and work-days; planning and preparation outside of school hours; and other professional duties such as bus duty and club advising.

Candidate competencies are assessed in the areas of (a) application of content knowledge, (b) responsiveness to identified learner needs, (c) utilization of best practices, and (d) professionalism. Special education core competencies as well as specialized knowledge and skill within each area of emphasis are assessed formally and informally during the practicum experience. A number of assessment checklist and forms are employed; university supervisors select and utilize the instrument they consider most appropriate for a given situation.

During the first week, the practicum student is responsible for obtaining and reading written school policies and procedures. The practicum student should discuss classroom discipline policies with the cooperating teacher, and avoid using discipline measures that have not been previously discussed with and approved by the teacher and university supervisor.

PLANNING

The practicum student, the teacher and the university supervisor outline the sequence of teaching and planning for the practicum experience. The practicum student will plan appropriate instruction and assessment of pupil progress by the time she/he assumes full responsibility for the class. The practicum student should be encouraged to try her/his own methods and instructional ideas and to locate and/or develop additional materials to use in the classroom.

Plans should be submitted to the cooperating teacher for review prior to teaching the lesson. The teacher and the supervisor determine the format for daily lesson plans. Sample lesson plan formats for academic lessons, social skills, and functional skills can be found in Appendix B. The student should provide a copy of the lesson plan prior to any observation by the university supervisor.

The practicum student is expected to maintain the same daily schedule as the teacher and to abide by the school calendar of that district.

Practicum students follow the calendar of the cooperating school division during the period of the assignment. However, according to university policy, practicum students who live on campus are not required to be in their assigned schools when the university is officially recessed. In the event that the practicum student elects the university schedule over a conflicting school schedule, she/he will arrange for compensation professional activities (observation, etc.) while the cooperating school is recessed.

In a case of inclement weather, practicum students are to report to their schools when the teachers are expected to be there. In cases of severe inclement weather when schools are closed for many days, practicum students might have to extend their time in the schools in order to earn the required hours in direct teaching for licensure.

In all cases of personal illness, the practicum student must contact the cooperating teacher(s), the school office, and the university supervisor. Lesson plans, corrected paper, or any other materials are to be taken to the school.

The university supervisor will give notice of required seminars well in advance. Practicum students may request professional leave to take part in employment interviews, meetings of professional organizations, or other professional activities.

If a non-illness personal emergency (such as death in the family) occurs, the practicum student should notify the cooperating teacher and the university supervisor or the Special Education Department secretary. If the student will be absent from school on a day when the university supervisor is scheduled to visit, the supervisor should be contacted at home in case she/he will be coming to the school directly from home. Concerns about the frequency or number of absences raised by either the cooperating teacher or the university supervisor will be brought to the attention of the practicum student. The student might be required to spend additional time in the program to make up days missed.

HEALTH ISSUES

Practicum student have access as students to services at the university health center. Practicum students are responsible for providing their own health and accident insurance coverage (information for obtaining insurance through private agencies are available at the Dean of Students Office in Walker Hall). Students who are members of the Student Education Association or SCEC have professional liability insurance as part of their membership benefits.

Exposure to childhood illnesses while student teaching is common. Students are responsible for making sure they have up-to-date immunizations. Pregnant students should especially be aware of necessary precautions concerning exposure to childhood illness and should discuss any questions or concerns they have with their supervisor and their doctor. Prior to student teaching, students are required to provide evidence of a negative TB test.

OUTSIDE COMITMENTS

Practicum students are expected to devote their full time and energies to meeting student teaching responsibilities. Other commitments (work, other university courses, personal responsibilities) are not considered acceptable excuses for failing to fulfill expectations regarding student teaching.

THE DAILY LOG AND THE SUMMARY LOG FORM

The practicum student is required to maintain a daily Log of Practicum Activities Hours in teaching, observation, conferencing, and other activities, and absences or tardiness should be recorded. The cooperating teacher and university supervisor review and initial the log at their regular conferences.

The practicum student documents time spent in the following areas: (1) observations, (2) teaching, (3) conferencing, and (4) other activities. Examples of “teaching” include small or large group instructional activities requiring some preparation on the part of the practicum student: e.g., teaching a unit or lesson, assuming responsibility for a class over several days, administering a test, going over homework, conducting warm-up exercises. “Other activities” include: planning instruction materials; monitoring students during lunch; conducting morning routines such as taking lunch count; bus duty, correcting papers, arranging displays, attending faculty meetings or parent association events, etc. “Conferencing” includes time the practicum student meets with the teacher or university supervisor regarding the practica. “Observing” includes times when the intern is observing a teacher or pupils during instruction.

At the end of the experience, the practicum student enters cumulative totals on the Summary Log sheet, signs it and has the teacher sign it, and submits the log and the Summary Log form to the university supervisor.

Appendix A

Goals and Objectives of Practica/Internships

DISCIPLINE: EDSP

COURSE: 791:792

EDSP 791:792

TEACHING INTERNSHIP IN HIGH INCIDENCE DISABILITIES

(LD/EBD/MR) (ELEMENTARY, SECONDARY)

Catalog Entry

EDSP 791: 792 Teaching Internship in High Incidence Disabilities (LD/EBD/MR)

EDSP 791: 0 to 6 semester hours credit (Elementary Level)

EDSP 792: 0 to 6 semester hours credit (Secondary Level)

Prerequisites: 20 semester hours of course work in the program completed with average grade of “B” or above, to include: EDSP 361 or 651, 464 and 472 or 672, 566, 576, 669, 670; one reading course at the graduate level; departmental approval that student has met professional performance criteria; and permission of Special Education Department chair at least four weeks prior to registration.

Each of these courses represents a one-half semester, full time placement, in which the student works with children with learning disabilities, emotional disturbances, and mental retardation at one age level under the direction of a qualified teacher. Internship grades are recorded as “Pass” or “Fail.”

Detailed Description of Content of Course

These courses represent the culminating experience of the student’s program. Each involves a one-half semester full-time placement in which the student works with students with learning disabilities, emotional disturbances, and mental retardation in a public school setting. The student will be under the direction of cooperating teachers who are licensed in learning disabilities, emotional disturbances, and mental retardation, and who have appropriate experience teaching students with such disabilities. A member of the Radford University graduate faculty in special education will provide overall supervision of the internship experience.

The course will begin with observation in the classroom and culminate with full responsibility for the cooperating teacher’s daily schedule. The student will teach at two age levels (elementary and middle or high school).

Detailed Description of Conduct of Course

Internship: observation, conference, planning, teaching, and evaluation

Goals and Objectives of the Course

The successful student will:

1. Demonstrate ability to design, deliver, and evaluate instructional sequences to teach a variety of academic, behavioral, functional, and social-communication skills to individuals and small groups, including: (CC4.S9; CC4.S17)

a) Selecting, preparing and adapting materials to implement lesson plans. (CC5.S3)

b) Selecting and using research-supported instructional strategies and practices, including the functional embedded skills approach, community-based instructional, task analysis, multi-sensory teaching, concrete/manipulative techniques, and sensory stimulation programs. (MR4.S1)

c) Teaching individualized, age appropriate, community-referenced functional/adaptive skills in the community living domains. (MR4.S6)

d) Selecting and using research-supported instructional strategies and materials for basic skills in language including vocabulary, phonological awareness, reading, handwriting, written and oral expression, listening comprehension, study skills and mathematics. (LD4.S1-S11)

e) Modifying speed of presentation and using organizational cues to assist students. (LD4.S12)

f) Using student-initiated learning experiences and integrating them into ongoing instruction for students with EBD. (BD4.S11)

2. Assume responsibilities for planning, implementing, and evaluating students’ programs, including the following skills:

a) Conducting assessments, including adaptive skill assessments; ecological inventories, and adaptations or modifications of relevant assessment tools. (MR3.S1; MR3.S2)

b) Designing, implementing, and evaluating instructional programs that enhance students’ functional and social participation in a variety of activities in various settings. (CC3.S11; CC5.S2; MR6.S1; MR5.S2; LD4.S13)

c) Integrating related services into the instructional day. (MR4S.5)

d) Using and assisting student in the use of various technology, including computers, audio-visual aids, and alternative and augmentative communication devices. (MR4.S7; BD4.S3)

e) Using appropriate physical management techniques, adaptive equipment, and sensory stimulation programs. (MR4.S2; MR4.S8; MR4.S9)

f) Structuring the physical environment to provide optimal learning. (MR5.S1; BD5.S2)

g) Teaching students with a range of support needs. (MR1.S3)

h) Assisting student-centered teams in planning for transition to adulthood. (MR7.S1)

3. Demonstrate professional communication and collaboration skills in order to:

a) Establish rapport and exhibit professional conduct with students, families and school personnel. (CC4.S15)

b) Collaborate with families and other professionals in evaluation, eligibility and IEP meetings and conferences as appropriate. (CC3.S1; CC7.S5)

c) Monitor student’s individualized education programs to assure progress and goal achievement based on performance data and information from teachers, parents, and other professionals. (CC3.S7; CC3.S10)

d) Communicate with individual students, families and other professionals to set goals, determine support needs, and evaluate progress. (CC4.S6)

e) Make constructive use of teacher aides, peer tutors, and volunteers. (CC5.S7)

4. Manage student behavior and instructional environments, including:

a) Managing the physical environment, daily routines, and transitions. (CC5.S6; CC6.S3; BD4.S5-S7)

b) Demonstrating a variety of effective, least-restrictive behavior management strategies. (CC6.S1; CC6.S2; BD4.S6-9; BD6.S1)

c) Demonstrating procedures to increase students’ skills in self-management and self-control. (CC6.S7)

d) Planning, organizing, and implementing individualized student programs appropriate to the cognitive and affective needs of students with special consideration to use of reinforcement systems and environmental conditions. (BD4.S4)

e) Monitoring intragroup behavior changes from subject to subject and activity to activity. (BD5.S1)

5. Demonstrate academic, intrapersonal, and professional qualities and skills that reflect established expectations for professional educators to include the following:

a) Conduct instruction and other professional activities consistent with all relevant local, state, and federal policies, law, rules, and regulations. (CC1.S2; CC8.S7)

b) Advocate for the highest quality educational services to enhance the potential of students with learning disabilities, emotional/behavioral disorders, and mental retardation/developmental disabilities. (CC89.S1)

c) Demonstrate a high level of competence and integrity in the practice of the profession, including the exercise of objective professional judgment. (CC8.S3; CC8.S4)

d) Demonstrate positive regard for individual and cultural differences. (CC8.S2)

e) Demonstrate effective oral and written communication skills. (CC8.S5)

f) Participate in professional activities that may enhance services and opportunities for students with learning disabilities, emotional/behavioral disorders, and mental retardation/developmental disabilities and their families. (CC8.S6; LD8.S2; BD8.S1; MR8.S1)

g) Implement legally and ethically appropriate monitoring and evaluation procedures. (CC8.S7)

h) Demonstrate behavior that is congruent with the Council for Exceptional Children Code of Ethics, the National Education Association Code of Ethics, and the RU Honor Code. (CC8.S9)

Assessment Measures

The student will maintain an official log of internship activities, and will prepare daily and weekly plans according to school and University standards.

The cooperating teacher, who must be licensed in mental retardation, learning disabilities, and/or emotional/behavioral disorders, will evaluate the student on a daily basis. The University supervisor will visit the classroom throughout the internship period to observe the student and provide feedback. Both the cooperating teacher and the University supervisor will complete midterm and final evaluations of the student’s performance.

Other Course Information

Review and Approval

Date Action Reviewed By

11/08/02 proposed Debora Bays

Appendix B

Lesson Plan Samples

NOTES ON LESSON PLAN FORMAT

Adapted from Hunter’s Instructional Theory Into Practice (ITIP) Model

Rachel Janney, PhD

Unit Topic

Specify the unit topic, whether a subject area unit (e.g.; inference skills, short vowels) or thematic unity (e.g., Ecology; The Life Cycle)

Objectives

Specify specific objective(s) for the daily lesson. The objectives should correspond with curriculum objectives (for general ed. students) and/or IEP objectives. Be sure to give an observable behavior, and to individualize as necessary.

Materials

List all materials that you and the students need to complete the lesson.

Grouping

Describe student grouping arrangements and adult and/or peer support.

INSTRUCTION

ANTICIPATORY SET

This is a review and introduction portion of the lesson. It helps student to shift gears and develop mental readiness for the lesson. It usually includes:

Readiness: How will you secure students’ attention and ensure that they are in the right place with the right materials? You may also want to specify expectations for behavior.

Focus and Review/Connect: How will you focus the students’ attention on the “topic” of the lesson and connect it with their experience? How will you pique the students’ interest in the lesson activity? May include review of previous lessons/activities that have led up to today’s lesson.

Objective and Purpose/Rationale: How will you communicate the objective and why it is important? You should be able to explain where the skills or knowledge ultimately will be used. (Think of this as your response to the question: “Why do we have to know about this stuff?”)

Advanced Organizer: Preview the activities of the lesson. (E.g., Refer to a picture/word/object recipe for steps of the lesson; state, “First we are going to …, then we will…, and last you will…”

INSTRUCTIONAL INPUT

This includes the methods and activities used to teach the skill/concept/routine.

Provide information: What new (or previously taught) information do students need, and through what medium will they get it? (E.g., through a role play, lecture, diagram, picture, film, real object, reading.) This phase includes providing definitions of vocabulary, concepts (defining attributes, examples, non-examples), and academic rules.

Modeling/Demonstration: Perform the skill or activity while labeling what you do. (E.g., “Watch while I work this problem. I will tell you what I am thinking as I do the steps.” Or, perform the steps of the task analysis for wiping a table.)

Check for understanding: How will you make sure students have comprehended the new information and/or understand the steps of the activity? (E.g., choral responding, students demonstrations with feedback from the group, think-pair-share, signaling thumbs up/down, asking students to evaluate examples and non-examples of the skill/concept.)

Guided Practice: Describe the activity through which students will practice the skill/concept and receive immediate feedback from the teacher. (E.g., you might circulate as students work math problems, stopping to have a student explain the steps as he or she works a problem. For an activity-based lesson, you would guide the students through the steps of the activity.)

CLOSURE/SUMMARY

How you will summarize the lesson, highlight major points, give group feedback, encourage self-evaluation?

INDEPENDENT PRACTICE

How will students practice the skill/concept/activity with delayed feedback? (E.g., independent classwork, homework, real life application, written product, questions in text.)

EVALUATION

For students: How will you determine whether the day’s objectives have been met? (E.g., oral questioning, quiz, test, unassisted demonstration of the skill or activity.) What criterion are you aiming for?

For yourself: Think about and record what went well as well as what you will do differently next time.

NOTE: It is assumed that you will specify individualized adaptations and accommodations as necessary for each element of the lesson plan, rather than in a separate section of the plan.

LESSON PLAN FORMAT

For Hunter’s ITIP Model

Name________________________ Date___________ Time________________

Subject Area/Class____________________ Unit Topic______________________

Lesson Topic____________________________________________________________

Objectives_______________________________________________________________

________________________________________________________________________

Materials_______________________________________________________________

________________________________________________________________________

Grouping; adult and/or peer supports_______________________________________

________________________________________________________________________

ANTICIPATORY SET

Readiness_______________________________________________________________

Focus/Review/Connect____________________________________________________

________________________________________________________________________

Objectives & Purpose/rationale_____________________________________________

________________________________________________________________________

Advanced organizer______________________________________________________

________________________________________________________________________

INSTRUCTIONAL INPUT

Provide Information______________________________________________________

________________________________________________________________________

Modeling/Demonstration__________________________________________________

________________________________________________________________________

Check for understanding__________________________________________________

________________________________________________________________________

Guided practice__________________________________________________________

________________________________________________________________________

CLOSURE/SUMMARY___________________________________________________

________________________________________________________________________

INDEPENDENT PRACTICE______________________________________________

________________________________________________________________________

EVALUATION

Student Evaluation_______________________________________________________

________________________________________________________________________

Self-Evaluation:

What went well?___________________________________________________

__________________________________________________________________

What will you do differently next time?________________________________

__________________________________________________________________

LESSON PLAN

Teacher: Ms. A. (Classroom Teacher), Ms. B. (Sp. Ed. Teacher)

Date: 11/7/97 Time: 10:15-11:00

Subject Area/Class: Language Arts & Snack Grade: 1^st Grade

Lesson Topic: Making Snack/Sequencing Pictures Unit: Order

Goals: 1. To prepare simple snacks.

2. To use language or pictures to relate a sequence of event.

Objectives: 1.1. Will prepare simple snacks that require spreading. (all)

1.2.Will clean up own snack area. (Ryan, Nicole)

2.1.Will sequence a series of 5 pictures to describe a recent event.

Adapted: Will answer yes-no questions about recent events. (Ryan)

Adapted: Sequence first and last only. (Ryan)

Materials: crackers, peanut butter, knives, napkins, juice, cups, picture worksheets, scissors, glue, construction paper, set of cut out pictures and story board for demonstration

Grouping; adult and/or peer supports: Whole group for anticipatory set, demonstration, and closure; 2 groups for preparing snack and sequencing pictures (special ed. teacher with Ryan’s group)

ANTICIPATORY SET

Readiness:

Seated at tables, tables cleared; remind to listen to others and to take turns using materials.

Focus/Review/Connect:

We have been learning about order. What is order? [putting things in right place]. Why is it important? [So things work right, so we can find things]. What are some of the things we have put in order this week? [books, cubby holes, sets of crayons, alphabet letters]

Objectives & Purpose/rationale:

Today, we are going to learn about another reason to put things in order: so that we can tell a story.

Advanced organizer:

Here is the order of the steps we will do:

1. First, we will talk about why it’s important to tell a story in order.

2. Next, we will make a snack by spreading peanut butter on crackers.

3. Next, you will eat your snack and clean up your area.

4. Last, you will cut out pictures of the steps you followed to make your snack and paste the pictures in order to tell the “snack story.”

INSTRUCTIONAL INPUT

Provide Information:

When we read or tell a story about something that happened, we start with the first thing that happened. Then we tell the next thing that happened. Last, we tell the end. If we did not tell the story in order, it would not make sense.

Here are four pictures from our daily schedule. Let me read the story they tell, and then you will decided if they are in order. (Ms. B. points to pictures as Ms. A. tells story) First, we go home. Next, we have lunch. Next, we have calendar time. Last we come to school.

Thumbs up if you think the story was in the right order.

(Have Ryan call on students to put the pictures in order.)

We are going to make a snack and put pictures in order to tell the story.

Modeling/Demonstration:

(Perform steps of snack activity as Ms. B. draws attention to pictures of the steps and places them on the story board. Use vocabulary “first,” “next,” “last.”)

Steps to make snack:

Make two rows of your crackers.

Spread peanut butter on one row of crackers.

Put other row of crackers on top

Eat snack

Throw cup and napkin in trash

(table captains hand out napkins, crackers, juice)

We do not have a jar of peanut butter for everyone, so we will have to take turns. How can we decided who goes first, next, and last? [have students select suggestion that uses concept of order, e.g., start with table captain and go in order around the table to the right]

When you have finished the snack steps, you will get a worksheet, a piece of construction paper, scissors, and glue. You will cut out your pictures and glue them in order on the construction paper to tell the snack story. (teacher will put materials on tables as students finish snack)

Check for understanding:

(Call on 1 student from each table to list a step using “first,” “next,” “last.” Ask Ryan yes-no question.)

How will you know who uses the peanut butter first, next, last?

What can you do while you are waiting for your turn? [talk to your neighbor using an inside voice]

Guided practice:

(Assist students as necessary to follow the steps, referring to wall chart. Direct Ryan to imitate a peer. After making and eating snack, remind of steps for cutting and pasting pictures. Ask Ryan yes-no questions about which picture goes first and last. Do middle 2 pictures for him.)

CLOSURE/SUMMARY:

(Draw names at random to select one student form each table to stand and “read” their snack story. Have Ryan point to pictures as peer reads his story.

Use Think-Pair-Share to respond to questions. What is order? [putting things in right place. Why is order important? [so things work right, so we can find things, to tell stories]

INDEPENDENT PRACTICE

Read snack story to someone at home.

EVALUATION

Student Evaluation:

Note students who have difficulty with spreading or sequencing on daily running records.

Teachers’ Self-Evaluation:

What went well? Visuals of the steps of the lesson and the snack story worked well. Students were engaged, pace was good.

What will you do differently next time? Some students (Ryan, Nicole, Juan) needed lots of prompting to complete the picture sequencing activity. It would have been better to demonstrate the snack steps and have the students finish snack before demonstrating the picture sequencing activity.

INSTRUCTIONAL PROGRAM SUMMARY

Rachel Janney, PhD

Include the following elements in a plan for teaching a functional skill routine to a student with mental retardation.

1. IEP objectives related to activity/skill

2. Present level of performance on objectives (baseline data)

3. Where, when, with what materials, and how materials are arranged

4. Grouping, staff

5. Positioning

6. Steps of instruction:

a. initial cue

b. prompts

c. task steps

d. corrections and reinforcements

7. Plan for generalization

8. Evaluation plan: who, how, and how often.

INSTRUCTIONAL PROGRAM PLAN FORMAT

For Teaching Functional Skill Routines

Student___________________________ Date__________________

Skill Routine/Activity______________________________________________________

IEP objectives____________________________________________________________

________________________________________________________________________

Present level of performance (baseline)________________________________________

________________________________________________________________________

Where & when (days & times)_______________________________________________

________________________________________________________________________

Materials________________________________________________________________

Grouping, staff___________________________________________________________

Positioning______________________________________________________________

Initial Cue_______________________________________________________________

Prompts_________________________________________________________________

________________________________________________________________________

Task steps (see attached task analysis on data sheet)

Corrections and reinforcement_______________________________________________

________________________________________________________________________

Plan for generalization_____________________________________________________

________________________________________________________________________

Evaluation plan___________________________________________________________

________________________________________________________________________

Sample Social Skills Lesson Plan

Goal

Students will develop skills to react appropriately to teasing.

Materials

1. Chalkboard or Overhead

2. Role Play Starters

3. Flip Chart and Markers

4. Tough Kids Poster

5. Check-off List for Strategies to Deal with Teasing (6 lists per page)

Procedures

Anticipatory Set/Activating Prior Knowledge

The class will talk about the students’ prior experiences with teasing. After several students share, the class will select one experience to investigate more deeply. The teacher will write the factual details of the incident on the board (Who was around?, What did they say or do?, What happened as a result of the teasing?, etc., but avoid discussing why the teasing happened).

Discuss Student Learning Objectives. Explain the lesson objectives and some of the “fun” activities planned to address the objective. (Motivation)

1. Students will learn to recognize the reasons behind teasing.

2. Students will develop the ability to discriminate between appropriate and inappropriate responses to teasing.

3. Students will learn and apply a sequence of responses for dealing with teasing in a way in which they remain in control of the situation.

Teaching and Learning Activities

Active Demonstration, Modeling, and Practice

1. Describe the skill of reacting appropriately to teasing and when it might be needed.

2. Using the teasing incident that was detailed while “connecting to prior knowledge”, the class will discuss in small groups why they think the teasing occurred.

3. Each small group will share their ideas with the large group while their thoughts are recorded on a flip chart.

4. The class will discuss some of the possible motives for teasing in other situations presented by classmates. (i.e., bad self-image, the need to bully, need to look big or powerful in front of other, etc.).

5. Students will be asked to role play student-generated teasing incidents and the teacher will afterwards stimulate conversation by asking why the person was teasing and if the response to the teasing was appropriate or inappropriate. In inappropriate, the students will discuss alternative responses.

6. Teach students specific strategies to use when dealing with teasing using the Touch Kids poster. Connect to prior student-generated examples as much as possible.

7. Have students role play using the strategies with role-play starters—“set the stage:” physical setting, antecedent event, character’s mood/manner, the problem, etc.

8. During the role plays, the students who are observing will use a check-off list to identify the strategies as they are used.

Consolidation/Evaluation

1. Review the topic and reiterate situations in which this skill might be needed.

2. Have students tell the steps one should use to appropriately react to teasing.

3. Homework. Students are directed to practice the new skill sequence with another student, teacher, brother, sister, parent, or “significant other.” They take their behavior cards with them to help with this task. The next day they will describe their experiences in class and self-evaluate.

LESSON PLAN

Subject and Grade:_________________________

Number of Students:________________________

Date(s):_________________________ Length of Session(s):_____________

Teacher:

________________________________________________________________________

Goals: (relate to disability)

Specific Objectives:

(Note the source of the objectives (e.g., SOL’s, ITBS, textbook, local curriculum guide, personal, etc.)

Prerequisite Skills:

(Note the prior knowledge students should bring to this lesson)

I. Structuring Phase

(Include any examples used)

II. Active Demonstration & Practice of New Concepts

(Include any strategies being taught, give examples being used, and note any special materials and equipment involved)

III. Consolidation & Overlearning

(Describe or include examples, materials, texts, etc. being used)

Evaluation of achievement of stated objectives (after instructional episode)

DIRECT INSTRUCTION

THE ACTIVE TEACHIGN MODEL

S = Strong (very good) [A]

A = Average (acceptable) [b-c]

W = Weak (needs revamping) [D-F]

N/A = not applicable

Phase I Structuring

(A) Stating directly lesson rules and expectations for behavior (facilitate attention to task)

(B) Stating and/or writing objectives on board

Phase II – Active Demonstration & Practice

(A) Modeling of specific strategy

(B) Provide varied examples of the concept along with non-examples

(D) Pre-cuing or prompting student response

Phase III – Consolidation and Overlearning

(A) Error drill with corrective feedback (confidence on troublesome skills needed)

(B) Closure or summation (firm-up) (Repeat successful learning trails)

LESSON PLAN

NAME: Mary GRADE: 6

DATE: March 27, 1991 SUBJECT AREA: Reading

COMPETENCY: Suffixes LENGTH OF SESSION: 55 min.

GENERAL GOAL: The student will be able to use structural analysis to determine work meaning.

SPECIFIC OBJECTIVE: The student will be able to identify base words with suffixes added and to identify the meaning of suffixes.

I. STRUCTURING PHASE: The student will be instructed to have two sheets of notebook paper and pencil and to remove all else off their desk. There are to be no books or bags in the desk aisles so I can walk freely around the classroom. The student will be told that a stopwatch will be used for today’s lesson and I expect 45 minutes of uninterrupted teaching. So that I might teach you the tested reading skill on identifying and using suffixes. Disrupted time will penalize you one minute for every time I have to stop class and correct an inappropriate behavior. Upon completion of the lesson you will be allowed 10 minutes, provided no penalties, of ‘free’ time to read a book, game activity, or a break. The student will be told that note-taking is optional, if you choose to do so a check will be given for the extra effort taken. Please raise your hard to ask a question and please be considerate of your classmates learning.

“For today’s lesson, I have prepared an ADVANCE ORGANIZER for you to have so that you may see what we want to achieve by the end of the class time.” (See enclosure)

SPREAD OF ACTIVATION:

More important than often writing the objective on the board is activating student’s prior knowledge. I will review what the student already knows and then add something new to it. This will help to build the anticipatory stage of learning. The more valuable learning time now begins:

“We have been discussing that base words may have a letter or letters added to the beginning or end of a word. Who can tell me what the letter or letters at the end of a word is known as?” (Suffixes)

“There are many suffixes we can identify that will enable a reader to figure out the meaning of an unfamiliar word. What are some suffix ending and their meanings that you already know? Let’s write them on the board.”

Students responses will be written on the board. I will assess the student’s prior knowledge by the S-A-W method, i.e., strong-average-weak. Suggestions may include:

Suffix	Meaning and Part of Speech	Example
-able	“worthy of, able to” (adj.)	manageable
-ion	“act of, state of” (noun)	invention
-ize	“cause to be, become” (verb)	visualize
-or	“one who” (noun)	editor
-ous	“full of, having” (adj.)	courageous
-ment	“the act of” (noun)	retirement
-ible	“capable of being” (adj.)	reversible
* -ist	“one who does” (noun)	guitarist
* -ic	“being relating to, containing, caused by” (adj.)	historic
* -al, -ical	“relating to” (adj.)	musical

Note:

*Suffixes to be taught as a tested skill in the Silver Burdett & Ginn Level 12 Reading Series: WIND BY THE SEA.

II. DEMONSTRATION PHASE: The teacher will say: “Today we are going to learn how to identify base words with suffixes added and to identify the meaning of suffixes. (Refer to objectives on the board.) When we complete this lesson you will be able to recognize four new suffix endings which have been added o base words. They are: -ist, -c, -al, -ical. You will also be able to tell the meaning of the suffix and recognize or give examples of words with the suffix ending.”

CLASS LECTURE BEGINS…

“A suffix is a letter or letters added to the end of a base word, or root work. A suffix will change a word’s meaning or part of speech to a noun, verb, or adjective for example. Let’s look at the following sentence using an –ist suffix ending.”:

-ist Example 1: The journalist wrote about the courageous men and women in Operation Desert Storm. (overhead.)

“The subject of the sentence contains a word which letters have been added. Identify the subject to which the letters have been added. (journal) Which letters have been added to the word and where? (The letters –ist have been added at the end of the word journal.) From the context of the sentence, tell what a journalist is. (a person who writes newspaper articles) What do the letters –ist mean?” (one who does.)

The teacher will instruct the class by giving another examples:

Example 2: The specialist has performed many successful heart transplant surgeries.

(The teacher guides the students as shown by example one.)

“I have given you two examples of words ending in –ist. There are other words you may know. Do you have any to add t the list?” (guitarist, pianist, terrorist…)

“Have any of you noticed in the sentence there are some other words with suffix ending? What are they? What is the base word? There meaning?” (courageous; successful…)

STRATEGY: “There is a strategy you can use to figure out the meaning of a work with a suffix. First, identify the suffixed word. Next, divide the word into its base word and suffix. Finally, decide what the meaning of the suffix is and how it changes the meaning of he base word.”

“Let’s look at the –ic ending. The –ic are letters added to a base word which means being, relating to, containing, or caused by. Look at the following examples in the sentences and find the suffix word; its base word and suffix; and the meaning from the context sentence.”

-ic Example 1: “Operation Desert Storm will be remembered as a historic victory for the United States and its allies.

(historic; history; ic – being, relating to, containing…)”

Example 2: “The heroic leadership performed by the general earned him a star.

(heroic; hero; ic – being, caused by…)”

**Modeling a specific strategy on identifying suffixes:

The teacher has provided two examples of the concept in the sentence. Controlled practice with verbalization is used while making students say the underlying principle. I will precue or prompt students focusing attention on specific features.

“We have viewed two suffix ending class: -ist, & -ic, identifying the base word, and the meaning from context. Let’s look at our last ending, the –al or the –ic + -al ending.”

-al, ic + al Example 1: I enjoyed the musical performed by the school orchestra.

(musical; music; al – relating to)

Example 2: The story had theatrical elements – drama, dialogue, and high emotions.

(theatrical; theatre; ical – relating to)

The teacher has now taught suffixes giving examples and going through the four steps in the Demonstration Stage for learning the concept.

**At this point, after practice with example, it is necessary to give students non-examples in order for the child to be able to discriminate one from another. It is important to remember that examples are given for generalization; non-examples are for discrimination.

Non-Examples: Explain to students why the following word would not be examples of suffix words.

Base Word	Prefix word	Compound Word
treat	mis (treat)	seat belt no one
trust	mis (trust)	hallway drumstick
tour	de (tour)	homeroom highlight
section	inter (section)	daydreams
fuse	trans (fuse)	solar system
arrange	pre(arrange)	doughnut

“Now we will model the strategy for identifying and understanding the meanings of suffixes. Before I give you a worksheet let’s check for understanding. Explain how to identify and figure out the meaning of suffixed words.” (Identify the suffixed word and divide it into its base word and the suffix; determine how the suffix changes the meaning of the base word.)

Teaching Chart 25: SUFFIXES

Pass out a student copy of the teaching chart which will guide students in using the strategy. Students will write correct responses. Direct student to the front of the room to the chart. Go over the chart with the students, calling on student to read the sentence and give the strategy. The teacher will use different color vis-à-vis and write student response on a plastic overhead sheet. Questions will be asked while working to check for understanding.

III. CONSOLIDATION PHASE: The student will then be given a worksheet to complete. The teacher will observe the student(s) as they complete the first two problems to make sure they are modeling the strategy correctly. If so, he will finish the worksheet independently. If not, the teacher will further explain what he is doing wrong and why it is wrong. She will continue to help him until can work independently.

When he finishes the independent worksheet, he will raise his hand and I will go to his desk to check the paper. Incorrect responses will be identified by circling the number of the question and asking the student to re-check to see where an error was made. Upon a first or second check, students may be asked questions about the lesson.

Tested Skill: SUFFIXES Name:_______________

Subject:______________

Date:_________________

Advance Organizer

1) What are suffixes?

2) Identify words with a suffix.

3) Letters that make up suffixes:

1 – ist

2 – ic

3 – al, - ical

4) Understanding suffixes…

5) Strategy:

1^st – identify the suffixed word

Next – divide the word into its baseword & suffix

Finally – decide what the meaning of the suffix is & how it changes the meaning of the base word.

6) Visual:

SUFFIXES

- ist

- ic

- al, - ical

one who does; a specialist in

relating to

Being, relating to, containing, caused by

pianist guitarist realistic historic theatrical

specialist artistic musical typical

LESSON PLAN

Subject: Language Arts Grade: Seventh

Number of Students: Six

Length of Session: Fifty Minutes

Dates: May 9, 1994 and May 10, 2994

Goals: The student will improve written language skills.

Specific Objectives: The student will understand complex sentences. The student will identify subordinating conjunctions.

Prerequisite Skills: The student has mastered simple sentences, compound sentence, independent and dependent clauses. The student understands the functions of commas.

I. Structuring Phase: The teacher will write the objectives on the board and read them with the students. The teacher will ask the students to remove everything from their desks.

Activating Prior Knowledge: The teacher will review the sentence formulas: SV, SSV, SVV, SSVV, I, cI, I;I. The teacher will ask the students to generate examples of each type.

II. Demonstration Phase: The teacher will ask the students to get out their Language Folders. The teacher will begin the lesson by sating “Today we will learn a new type of sentence, the complex sentence.” The teacher will place an overhead of the following definition up:

A complex sentence consists of one independent clause and one or more dependent clauses.

The teacher will review the definition of an independent clause. The teacher will prompt the students in deciding what a dependent clause would be. After a discussion the teacher will place up the definition or the students to copy in their folders.

A dependent clause is a group of words including a subject and a verb that cannot stand alone.

The following examples will be listed:

EXAMPLE: I like Sally because she is funny.

The teacher and the students will decide which clause can “make sense” by itself. The following procedure will be followed with the following examples.

EXAMPLES:

We will stay inside because it is raining.

We will leave for the store when everyone is ready.

The teacher will then explain that each dependent clause begins with a word that makes it “depend” on the independent clause to make sense. Subordinating conjunctions will be introduced. The students will copy the list of subordinating conjunctions from the board to their paper.

EXAMPLES: after, since, although, ten, as, though, because, unless, before, until, if, when, like, and whenever.

The following three sentences will be listed on the board. The students will identify the subordinating conjunction, independent and dependent clauses.

EXAMPLES:

I will help with the test after I finish my report.

You can go to the store if you clean your room.

We will go to the game unless it rains.

The teacher will show the following examples:

EXAMPLES:

We will eat the food until we are not hungry.

After the game is over, we will go out for pizza.

The students will identify each clause and the subordinating conjunction. The teacher will ask when a common was used in the sentences. After a discussion, the following rules will be placed on the overhead for the students to copy.

*A comma is not needed when the independent clause comes before the dependent clause.

*A comma is needed when the dependent clause comes before the independent clause.

III. Consolidation and Overlearning: The student will repeat the objectives for the day. We will also review why complex sentences are helpful in writing.

Subject: Language Arts

Number of Students: six

Date: 4/18/94 Length of Session: 50 minutes

Teacher: Beth Umbarger and Susie Mitchell

___________________________________________________

Goals: The student will improve written language skills.

Specific Objectives: The student will apply their knowledge of compound sentences and prepositional phrases.

Prerequisite Skills: The student has mastered: Subject and verb identification, helping verbs, independent clauses, and the concept of compound sentences.

I. Structuring Phase: The teacher will state the objective and write it on the board. The teacher will review with the students what is a compound sentence, and the formulas for compound sentence.

A compound sentence is a sentence with two independent clauses. The formulas are I, cI and I;I.

EXAMPLES:

The man went to the store, and he bought candy.

Jeff wanted to leave early; he was sick.

**The students will generate their own additional examples.

II. Active demonstration & Practice of New Concept: The teacher will review Prepositions and Prepositional Phrases. (The students were identifying the verb of the independent clause to be in a prepositional phrase.)

The teacher will review:

-A preposition relates a noun or a pronoun to another word in a sentence.

Prepositions: after, at, by, in, into, of, on, to

-A prepositional phrase is made up of a preposition, the object of the preposition, and all the words in between.

Teacher will state: A preposition joins words in a sentence. It is always followed by a noun or pronoun known as the object of the preposition.

EXAMPLE: The runner holds the torch above his head.

Above = preposition; head = object

The main verb of the sentence cannot be found in a prepositional phrase.

-A phrase is a group of words that is used as a single word. It does not have a subject and a verb.

-A prepositional phrase begins with a preposition, can include modifiers, and ends with the object of the preposition.

EXAMPLES:

A crowd waited in the enormous stadium.

We will go after the movie.

The cat is standing by the table.

The boy went to the store with his mom.

We will identify the prepositions, and the prepositional phrase. Prepositional phrases occur anywhere in the sentence.

GUIDED PRACTICE: The teacher and the students will identify all of the prepositional phrases in the homework assignment from last night. (Compound Sentence Review)

III. Consolidation and Overlearning: The student will complete the compound sentence review sheet. In addition to finding the subject and verb of each sentence, the student will mark through all of the prepositional phrases.

Helping Verbs

am	as	have	might	was	be
are	does	had	must	were	been
can	did	is	shall	will	being
could	have	may	should	would

COGNITIVE PROCESS OF INSTRUCTION

competency

INTRO-DUCTION

LEARNING

VISUAL

EXAMPLES

COMPARE

PRACTICE

APPLICA-

TION

ASSESS-

MENT

Grouping

examples

“Make a group”

[Look at examples and interact with them]

Draw and verbally describe or trace it.

[Guide construction]

..…….

Concept name

Attributes

Example must be present.

Draw, label, describe 2 examples (trace, cut up and put together)

Guide construction

………

Sort at least 2 examples for attributes.

How are the examples the same?

Different?

Verbally describe attributes.

Use description to perform tasks.

(Work sheets, text, board work, etc.)

Generate own examples

Name concept/ competency

Describe attributes

Identify examples

Step 7

Generate own examples.

Step 1 Step 2 Step3 Step 4 Step 5 Step 6

CONCEPT: Multiplication

COMPETENCY: Multiplying a two digit multiplier with regrouping using the display algorithm.

PREREQUISITE SKILLS: The following skills need to be understood before this competency may be taught.

-Number value

-Place Value

-Display algorithms: how to create and how to use

-Addition: with and without regrouping

-Multiplication: basic facts, 1 digit by 1 digit*, 2 digit by 1 digit*, and 2 digit by 2 digit** (* = with and without regrouping ** = without regrouping)

REAL LIFE PROBLEM: Present a problem to the students to start them thinking about the competency. The example should be relevant and interesting to the students. An example of a problem you may present to the class is:

We have 25 students in the class. Each student needs to have 25 legos to build the object. How many legos in all will the teacher need to bring to class?

CPOI

Step 1: INTRODUCTION (teacher directed)

Show the students a poster with various examples and non-examples of the competency on it. Have the students make groups out of the problems on the poster. Use the examples to guide the students toward the competency to be taught.

Step 2: LEARNING VISUAL (teacher directed)

Please see the visual copy attached. A poster of the visual is made to place in the room as a reference for the students. Students are provided with a blank visual frame to fill out. The teacher explains and discusses each part of the visual with the students as the students are filling it out.

Step 3: EXAMPLES (teacher directed)

Two more examples are presented by the teacher for the students to practice. On these examples, the students will fill out visual frames provided by the teacher. The teacher explains and discusses the examples as the students fill out their visual frames. These frames will be blank except the blank display algorithms will be drawn to save time for the students. The additional examples are:

37 41

x 25 x 17

Step 4: COMPARE (teacher directed)

Have the students look at the three visuals they have just completed. The teacher asks the students to identify what is the same in all the visuals. This will require the students to analyze their visuals. This way the students examine what they are doing. The teacher may need to prompt and guide the students during this process.

Possible responses for similarities include: 1. the competency – multiplying a two digit multiplicand by a two digit multiplier with regrouping using the display algorithm, 2. the procedure – a. identifying the parts of the problem and the display algorithm, b. multiplying the multiplicand by the multiplier in the ones place using the display algorithm, c. multiplying the multiplicand by the multiplier in the tens place using the display algorithm, and d. adding the subproducts to find the product, and 3. other similarities the students may find.

Have the students look at the three visuals again. The teacher asks them what is different in all the visuals.

Possible responses for differences include: 1. the example problems, 2. the subproducts, 3. the products, 4. the numbers, and 5. other differences the students may find.

Step 5: PRACTICE (student directed)

To provide students the opportunity to practice this competency, write the following five problems on the board. Ask the students to solve the problems using the procedure being taught. During this time, the teacher may observe the children’s work to see where problems still exists that may need more instruction.

18 27 33 45 38

x 14 x 21 x 24 x 16 x 19

Step 6: APPLICATION (student directed)

Have the students create five problems of their own that involve the competency. Once they have created the problems, they exchange their problems with someone in the class. The students then solve the problems using the procedure they have just learned. During this time, the teacher may observe the children’s work to be sure the competency is understood or if more instruction or practice is necessary.

Step 7: ASSESSMENT (student directed)

The students will demonstrate mastery of the concept. Students should be able to: name the competency, write the distinguishing attributes of the competency, identify examples of the competency, and generate their own examples of the competency. A sample test is attached that may be used for assessment.

MULTIPLYING 2 DIGIT NUMBERS BY 2 DIGIT NUMBERS WITH REGROUPING

27

+ 36

Examples and Nonexamples

       28

   x 16

      180

   x 100

     1000

       200

       19

   x 18

         1

   x    1

       33

     x    2

       12

   x 23

       10

         2

       17

+ 32

       42

   + 51

       12

   x    4

100	10	1
	3	8
X	2	4

100	10	1
	3	8
X	1	9

      200

x 200

       10

   x    0

       34

   x 19

       34

   x   28

         3

   x    3

x 16

Multiplying a two digit multiplicand by a two digit multiplier with regrouping using the display algorithm.

24 multiplicand

x 16 multiplier

Set up a display algorithm to solve the problem.

100	10	1
	2	4
x	1	6

Multiply the multiplicand by the multiplier in the ones place to find the subproducts. Put the subproducts in the display algorithm.

100

subproducts

Multiply the multiplicand by the multiplier in the tens place to find the subproducts. Put the subproducts in the display algorithm.

100

+

0

subproducts

Add all subproducts together to find the product.

Total of subproducts = product

100

NAME______________________________

Fill in the competency and the appropriate steps.

x 13

Competency:

Circle the examples of the competency.

36 46 26 6 42 46 37 11 43 43

+ 22 x 7 x 13 x 5 x 17 - 15 x 24 x 11 + 18 x 19

32 8 25 19 33 35 13 27 38 32

x 9 x 7 - 22 x 13 x 22 x 18 x 3 x 23 + 15 - 18

Write five problems of your own using the competency and solve. Write these problem and solve on the back of this paper.

Appendix C

Evaluation and Accountability Forms

School:_______________ LOG OF INTERN ACTIVITIES Name:__________

_Date	_{Hours in Observation}	_{Hours in Conference}	_{Hours in Teaching}	_{Hours in Other Activities}	_{Total Hours}	_{Other Hours}




























_{Total Hours:}

Hours of observation – in the classroom, in the library, lunchroom or main school office or in other schools.

Hours in conference – discussion with supervising teacher, principal, college supervisor, etc.

Hours in teaching – helping individual pupils and small groups, calling roll, calling spelling words, giving dictation. Fifteen weeks at two levels of teaching is required for Virginia licensure.

Hours of other activities – evaluation of pupils work, making name tags, fixing exhibits.

Other Hours – school board meetings, after school activities, seminars, workshops, etc.

School:_______________ LOG OF INTERN ACTIVITIES Name:__________

_Date	_{Hours in Observation}	_{Hours in Conference}	_{Hours in Teaching}	_{Hours in Other Activities}	_{Total Hours}	_{Other Hours}




























_{Total Hours:}

Hours of observation – in the classroom, in the library, lunchroom or main school office or in other schools.

Hours in conference – discussion with supervising teacher, principal, college supervisor, etc.

Hours of other activities – evaluation of pupils work, making name tags, fixing exhibits.

Other Hours – school board meetings, after school activities, seminars, workshops, etc.

RADFORD UNIVERSITY

STUDENT TEACHING OBSERVATION/CONFERENCE

GUIDESHEET

The following descriptors will assist the observer in responding to the general categories identified on the Observation/Conference Sheet.

Before the Lesson: Planning

There should be evidence in the lesson plan that the student teacher

used information about his/her students in planning the lesson

planned meaningful, learner appropriate instructional objectives

planned activities and materials appropriate for the goals and objectives of the lesson

planned to meet the developmental and cultural backgrounds, as well as the exceptionalities of the students.

planned management strategies and materials appropriate for the less and the student needs

planned to include appropriate instructional technology

incorporated problem solving, critical and creative thinking, decision-making, collaborative, metacognitive and communication skills in the lesson, where appropriate

developed a variety of ways to represent the skills and knowledge students are expected to develop

planned objectives and activities related to the overall curriculum plan and program goals.

During the Lesson: Teaching

There should be evidence in the orchestration of the lesson that the student teacher

assesses and uses students’ prior knowledge and experience

communicates to the students what is to be learned

assists students in summarizing what was learned

provides a variety of activities to transform the subject matter into meaningful and appropriate learning

uses strategies and materials appropriate to the goals and objectives of the lesson and the needed of the students

monitors student comprehension and achievement of lesson objectives

establishes a classroom environment which fosters active engagement in learning

embeds the learning in contexts which are meaningful to students

After the Lesson: Reflection

The student teacher should be able to

self-evaluate his/her own experiences in term of planning or teaching

suggest strategies other than ones used in the lesson

seek suggestions

develop plans for future instruction based on past experiences

notice positive and negative aspects of the lesson and the learners involvement in the lesson

describe his/her professional growth

General Issues: Professionalism

The student teacher should be able to demonstrate

an understanding of the social forces which affect professional responsibilities within a global society

an ability to work with other professional and with families in conducting professional task

initiative and ability to pursue his/her own professional development

have a strong knowledge of the content area being taught so that instruction can take place

and understanding of professional ethics

a sense of professionalism in language, demeanor, dress, and conduct

initiative in taking on responsibilities; productive use of time; other positive work habits

What Next: Plan of Action

This area represents what the observer and the student teacher agree to do next.

RADFORD UNIVERSITY

STUDENT TEACHING OVERSERVATION/CONFERENCE

Student Name__________________________________ Date:____________________

School:_______________________________ Grade/Subject:____________________

Cooperating Teacher:___________________ University Supervisor:_____________

Observer:______________________________________

************************************************************************

BEFORE THE LESSON: PLANNING

DURING THE LESSON: TEACHING

AFTER THE LESSON: REFLECTIONS

GENERAL ISSUES: PROFESSIONALISM

WHAT NEXT: PLAN OF ACTION

************************************************************************

PLEASE SIGN AFTER CONFERENCE

Observer signature:__________________ Student teacher signature:_____________

Radford University

TEACHER EDUCATION PROGRAM

CLINCICAL EXPERIENCE OBSERVATION

Intern’s Name_____________________________________ Date__________________

University Cooperating

Supervisor_______________________________ Professional____________________

School/Agency_____________________________ Subj/Grade____________________

1. Content Knowledge and Pedagogical Content Knowledge

2. Learner Development and Individual Differences

3. Establish a Culture of Learning

4. Teaching: Instructional Planning

5. Teaching: Implementing Instruction

6. Professional Responsibilities

Observer’s Initials________________ Intern’s Initials________________

RADFORD UNIVERSITY

CLINICAL EXPERIENCE OBSERVATION/CONFERENCE

Student Name_____________________________________ Date:__________________

School:_________________________________ Grade/Subject:___________________

Cooperating Teacher:__________________ University Supervisor:_________________

Observer:_____________________________________

This form can be used to record any type of observation or conference, such as during those times when teaching is not observed or when the observer simply wishes to use a more open form.

PLEASE SIGN AFTER CONFERENCE

Observer signature:_________________________ Student signature:_______________

EVALUATION OF STUDENT TEACHING INTERN

BY SCHOOL ADMINISTRATOR

Intern’s Name ___________________________________________ Year _________ Semester _________

School ________________________________________________ Division __________________________

School Administrator ____________________________________ Title _____________________________

We realize that you may have many or few opportunities to interact with and observe teaching interns in your school. Judging him or her as a developing professional, please rate the intern teacher on the behaviors below that you have been able to observe using the following scale:

(5) Outstanding, excellent, superior, distinguished

(4) Proficient, above average, skilled

(3) Competent, satisfactory

(2) Shows a need for improvement

(1) unsatisfactory, incompetent

(0) not applicable; insufficient information to rate the candidate

The candidate demonstrates the following:	5	4	3	2	1	0

Professional, collaborative, productive working relationships with other school personnel
Effective work habits
Professional dress and demeanor
Professional commitment
Effective oral and written communication skills
Strong content knowledge
Ability to engage all learners with content (including the VA Standards of Learning) in meaningful ways
An understanding of learner differences
Professional, productive rapport with students
Communicates and reinforces clear standards for behavior
Effective management of student behavior
Effective instruction
Use of a variety of instructional materials, including technology
Effective assessment of student learning

Compared to your experience with other intern teachers, how would your rate this candidate’s overall performance?

Describe particular strengths or teaching potential of this candidate:

Do you have suggestions or recommendations for the intern?

Do you have suggestions for improving the preparation program at Radford University?

Signature of Evaluator: ___________________________________________________ Date: ______________________________

Radford University

Fall ____ Spring ____ Year _______ TEACHING INTERN EVALUATION Please check: Midterm ___

Special Education High Incidence Disabilities Final ___ Pass ___ Fail ___

Intern’s Name _______________________________________ ID# ____________________ SS# ____________________________

University Supervisor _________________________________________________________ Date ___________________________

Cooperating Professional ______________________________________________________ Subject/Grade/Age ________________

School or Agency ____________________________________________________________ School Division ___________________

UNIVERSITY SUPERVISOR: PLEASE SUBMIT A SIGNED COPY TO THE FIELD EXPERIENCE OFFICE

Intern’s signature ________________________________________________________ ___ University Supervisor

Signature of person completing this form: _____________________________________and your role: ___ Cooperating Professional

Please use the following scale to rate the performance of the intern in each of the categories:

U = UNSATISFACTORY

NI = NEEDS IMPROVEMENT

S = PROGRESSING SATISFACTORILY

P = PROFICIENT

D = DISTINGUISHED

NA = Not applicable, or insufficient information to rate the candidate

CATEGORY I: DEMONSTRATES KNOWLEDGE OF CONTENT AND CONTENT PEDAGOGY

COMMENTS

1.Demonstrates strong knowledge of the content.

2.Engages students with the content in meaningful ways.

3.Applies an understanding of how students learn the content, including typical challenges students may encounter.

4.Uses a variety of teaching strategies appropriate for the content being taught.

5. Relates the content to students’ lives and interests.

CATEGORY II: APPLIES AN UNDERSTANDING OF LEARNER DEVELOPMENT AND

INDIVIDUAL DIFFERENCES

COMMENTS

1. Demonstrates knowledge of typical development of students (cognitive, physical, social/emotional).

2. Uses teaching practices based on an understanding of student development.

3. Demonstrates knowledge of common student exceptionalities and differences.

4. Modifies instruction to adapt to differences among students.

5. Applies an understanding of the interests and cultural heritage of students in his/her teaching.

CATEGORY III: ESTABLISHES A CULTURE FOR LEARNING

UUU

COMMENTS

1. Uses clear and efficient instructional and administrative routines.

2. Establishes or reinforces clear standards for behavior.

3. Regularly monitors behavior and responds to inappropriate behavior effectively

4. Employs fair, effective, and developmentally responsive management techniques.

5. Works with students to create, safe, equitable, caring, respectful and productive learning environments.

6. Uses knowledge and understanding of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction

7. Use their knowledge and understanding of individual and group motivation and behavior to foster self-motivation.

CATEGORY IV: PLANNING AND IMPLEMENTING INSTRUCTION	U	NI	S	P	D	NA	COMMENTS
1. Develops clearly structured instructional plans with objectives, activities, and assessments appropriately aligned.
2. Aligns instruction with state and national goals.
3. States instructional objectives in clear, measurable terms.
4. Implements a variety of effective instructional strategies based on content and on student needs and characteristics.
5. Selects and uses a variety of effective instructional materials.
6. Engages and maintains students’ attention, and is able to refocus their attention if necessary.
7. Uses clear directions, explanations, demonstrations, questions, etc.
8. Understands and uses a variety of strategies that encourages the development of critical thinking, problem-solving, and performance skills
9. Selects or develops and implements student learning activities that integrate technology.
10. Provides feedback to students in a timely and helpful manner.
11. Plans and uses assessment criteria and strategies appropriate to instructional goals and to characteristics of students.
12. Uses assessment information to improve student learning and his/her teaching.
13. Is skilled in using a variety of assessment strategies.
14. Persists in assisting students having difficulty learning.
15. Maintains accurate records of student progress.
16. Identifies and uses community resources in enhancing learning.
CATEGORY V: MODELS PROFESSIONALISM	U	NI	S	P	D	NA	COMMENTS
1. Uses a reflective cycle to describe, justify, and critique teaching followed by setting goals and implementing needed changes.
2. Communicates with families about the curriculum or other activities for which he or she is responsible.
3. Makes continuous efforts to improve professional practice.
4. Relationships with others are characterized as collaborative, productive, and professional.
5. Behaves ethically and in the best interests of students and the community.
6. Demonstrates effective oral and written communication skills.
7. Demonstrates effective work habits (punctual, dependable, carries out responsibilities, etc.)
8. Demonstrates a commitment to the profession.
9. Knows and participates in professional organizations.
10. Uses technologies to communicate, network, locate resources, and enhance continuing professional development.

Comments:

Signature of Intern: ______________________________________________________ Date: ______________________________

Copies to: Evaluator, Intern, University Supervisor, and Field Experience Office.

Teacher Candidate Dispositions

Teacher Education

Teacher Candidate: ______________________________________________________ Student #: _________________ Date: _______________

School or Class: ____________________________________________ Person Completing Form: ____________________________________

Licensure Program: …IDEC …Elementary …middle …secondary math …secondary English …secondary social studies …secondary science

…physical/health ed … art education … music education …special education ED/LD …special education MR

Dispositions are the internal forces or tendencies that cause people to act in certain ways under given circumstances. Radford University expects successful teacher candidates to exhibit behaviors that demonstrate dispositions apparent in effective educators. Dispositions are the willingness of candidates to engage in positive, professional behaviors that support and advance the education of students and teacher efficacy. Check the boxes to identify the behaviors that reflect the dispositions of this teacher candidate.

Observed Behavior

Unobserved Behavior, Opportunity Provided

Unobserved Behavior, Opportunity Not Provided

SUMMARY OF HOURS Days Absent: ______ Days Present: ______

Name of Cooperating Professional

Grades or Ages/Subjects¹

Total Hours Spent:

Conferencing

Observing

Teaching²

Willingness to recognize, understand, and support human differences within the classroom as indicated by the following behaviors.

1	2	3	Considers and integrates differences in planning and teaching

1	2	3	Responds to all students

1	2	3	Demonstrates open-mindedness and consideration of multiple perspectives in discussions and/or written work

1	2	3	Demonstrates interest in and openness to the assumptions, beliefs, and values of others

1	2	3	Considers family culture, ethnicity, and demographics in planning, instruction, and assessment

1	2	3	Identifies multiple ways to support students

Comments:

Willingness to investigate, examine, and apply characteristics of successful professional educators as indicated by the following behaviors.

1	2	3	Analyzes personal behavior as a cause and effect relationship

1	2	3	Articulates impact of personal assumptions, beliefs, and values on teaching and learning

1	2	3	Seeks ways to improve content and pedagogical knowledge

1	2	3	Elects to engage in professional development and related activities

1	2	3	Participates in local, state, and national organizations

1	2	3	Consistently models professional behavior in the classroom and community

1	2	3	Engages in productive team and committee work

1	2	3	Seeks multiple resources and multiple responses to a dilemma

1	2	3	Demonstrates understanding of the reason and source of problems as well as his/her role in solutions

Comments:

Willingness to collaborate with families and include their role as a major and positive component of the teaching and learning context as indicated by the following behaviors.

1	2	3	Considers family culture, ethnicity, and demographics in planning, instruction, and assessment

1	2	3	Develops strategies that include families in school activities

1	2	3	Describes family role with a positive and inclusive perspective

1	2	3	Identifies multiple ways to support students and families

1	2	3	Plans strategies to accommodate need of community

Comments:

Willingness to reflect on teaching and learning as indicated by the following behaviors.

1	2	3	Demonstrates enthusiasm and energy in teaching

1	2	3	Develops personal and professional goals

1	2	3	Assesses his/her role in students’ success or failure

1	2	3	Assesses student performance appropriately in areas of behavior and academics.

1	2	3	Identifies areas for self-improvement

1	2	3	Formulates and poses critical questions

1	2	3	Articulates personal assumptions, beliefs, and values

Comments:

Candidate Signature: __________________________________ Evaluator Signature: ____________________________________

Professional Characteristics of Teacher Candidates

Teacher Education

Teacher Candidate: _______________________________ Student #: _____________ Date: ____________

School or Class: _________________________________ Person Completing Form: ___________________

Candidates interested in entering the Teacher Education Program demonstrate the following characteristics. These characteristics contribute to their success in the program.

Please evaluate the above candidate on these characteristics by placing a check in the appropriate column.

	Poor	Marginal, Needs to Improve	Meets Basic Expectations	Above Basic Expectation	Exemplary	Insufficient Information to Evaluate
Effective oral communication skills
Effective written communication skills
Articulates clearly
Punctual: Attends regularly, on time
Demonstrates appropriate grooming and dress
Accepts and uses constructive criticism
Work indicates effort and care
Works well with others
Effective leader

Comments:

Candidate Signature: ___________________________________________________ Date: __________

Evaluator Signature: ____________________________________________________ Date: __________

PRACTICUM EXPERIENCE

STUDENT EVALUATION

Date____________________________

Semester________________________ Year________________________

Grade Level (s)___________________

Subject (s)_______________________

School Division__________________

Strengths of practicum experience:

Weaknesses of practicum experience:

Suggestions for the future:

Appendix D

Department of Special Education

Admission and Retention Policies

Radford University

THE TEACHER EDUCATION PORGRAM

POLICIES AND PROCEDURES

GOVERNING ADMISSION AND RETENTION

Students have a professional obligation to abide by the policies and procedures of the University and of the Teacher Education Program. Students must follow procedures as outlined here and in the Radford University Student Handbook. Students are also responsible for following appropriate procedures if they have concerns or if they wish to pursue appeals regarding grades, admission requirements, supervision, or field placements.

I. CRITERIA AND PROCEDURES FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM

Minimum Criteria for Admission to the Teacher Education Program

Criteria for admission and retention in the Teacher Education Programs fall into three areas: academic excellence, basic proficiency skills, and professional qualities and interpersonal skills. To meet minimum qualifications for admission to the Teacher Education Program, a student must:

have earned a minimum 2.5 GPA over all college work, a minimum 2.5 GPA on all work at Radford University, and a 2.5 GPA in coursework comprising the major;

have successfully completed departmental prerequisites for admission (see the Graduate Catalog);

have successfully completed the departmental screening procedures (information available from the Special Education Department);

have completed the Speech/Language/Hearing screening conducted by the RU Speech Clinic;

have submitted passing scores on the basic proficiency tests required for licensure in Virginia;

demonstrated effective oral and written communication skills;

have met basic requirement for licensure in Virginia;

demonstrate behavior in conformance with the Code of Ethics of the National Education Association;

not have committed serious violations of Radford University policies and codes of conduct (see Radford University Student Handbook);

not have record of unsuccessful performance in teacher preparation program prior to application to Radford University’s Teacher Education Program;

must demonstrate the following professional qualities and dispositions:

willingness to understand and support individual differences

willingness to examine and apply characteristics of successful professional educators

willingness to collaborate with families and include them as a critical component in students’ learning

respect for others; valuing of diversity;

ability to cooperate with others and maintain productive working relationships;

self-confidence, initiative, persistence, enthusiasm;

ability to accept and use constructive criticism;

reliability, dependability, punctuality;

ability to handle stress.

Procedures for Decisions Regarding Admission to the Teacher Education Program

The Professional Education Committee monitors policies and procedures regarding admission to the Teacher Education Program and retention in the Program. Professional Education faculty in the academic departments screen and recommend students for admission. The Assistant Dean in the College of Education and Human Development makes decisions regarding admission to the Teacher Education Program.

If a student does not meet the minimum requirements regarding academic excellence, basic proficiency, or professional qualities and interpersonal skills as specified above, he or she may request to be considered for provisional admission. Students must submit this request to the Assistant Dean and they must:

provide compelling alternative evidence that they are qualified;

submit, by the date specified by the Assistant Dean, scores on the basic proficiency exams that meet admission or provisional admission requirements;

earn the required grade point average in all their work at Radford University and in the major by the end of the semester in which they apply;

submit a plan for meeting the requirements; and

provide evidence of taking steps to meet requirements.

II. CRITERIA AND PROCEDURES FOR CONTINUED PROGRESSION AND RETENTION IN THE TEACHER EDUCATION PROGRAM

Minimum Criteria for Admission to Field Experiences

Student Teaching. Students applying to student teach must be admitted to the Teacher Education Program and must meet the criteria for admission to the Teacher Education Program and for admission to Blocking. In addition, students must:

not have a record of incompletes (“I”);

have completed major requirements as specified by the department, including any deficiencies identified for a graduate program of studies;

have successfully completed early field experience and must be recommended for student teaching by professional education faculty who have worked with the student in early field experiences; and

submit state-level passing scores on basic proficiency exams and the subject matter exams required for licensure in Virginia.

Procedures Regarding Admission and Placement in Field Experiences

The Assistant Dean in the College of Education and Human Development makes decisions regarding admission to field experience. The Assistant Dean, in collaboration with representatives from the school divisions and with professional education faculty, arranges placements in field experiences. Professional education faculty members who have worked with interns during early field experiences recommend interns for student teaching.

Criteria for Retention in Field Experiences and in the Teacher Education Program

Interns enrolled in field experience programs are expected to continue to meet the requirements for admission and retention outlined above. Interns will be expected to demonstrate knowledge, skills, and dispositions addressed in the performance expectations within each particular program as well as the meeting of the following expectations required of all candidates in Radford University’s Teacher Education Program.

CATEGORY I: DEMONSTRATES KNOWLEDGE OF CONTENT AND CONTENT PEDAGOGY

1. Demonstrates strong knowledge of concepts and principles in mathematics as defined by state an national standards:

2. Engages students with the content in meaningful ways.

3. Applies an understanding of how students learn the content, including typical challenges students may encounter.

4. Uses a variety of teaching strategies appropriate to the content being taught.

5. Relates the content to students’ lives and interests.

CATEGORY II: APPLIES AN UNDERSTANDING OF LEARNER DEVLOPMENT AND INDIVIDUAL DIFFERENCES

1. Demonstrates knowledge of typical development of students in grades 6-12 (cognitive, physical, social/emotional).

2. Uses teaching practices based on an understanding of student development.

3. Demonstrates knowledge of common student exceptionalities and differences.

4. Modifies instruction to adapt to differences among students.

5. Applies an understanding of the interests and cultural heritage of students in his/her teaching.

CATEGORY III: ESTABLISHES A CULTURE FOR LEARNING

1. Uses clear and efficient instructional and administrative routines that create smoothly functioning learning experiences.

2. Establishes or reinforces clear standards for behavior.

3. Regularly monitors behavior and responds to inappropriate behavior effectively.

4. Employs fair, effective, and developmentally responsive management techniques.

5. Works with students to create equitable, caring, respect, safe, and productive learning environments.

6. Uses knowledge and understanding of individual and group motivation and behavior to foster self-motivation.

CATEGORY IV: PLANS AND IPLEMENTS EFFECTIVE INSTRUCTION

1. Develops clearly structured instructional plans, with goals, activities, and assessments appropriately aligned.

2. Aligns instruction with state SOL’s and national curriculum goals.

3. States instructional objectives in clear, measurable terms.

4. Appropriately implements a variety of effective instructional strategies based on content, student needs, and on current research.

5. Selects and uses a variety of effective instructional materials.

6. Engages and maintains students’ attention, and is able to refocus their attention if necessary.

7. Uses clear directions, explanations, demonstrations, questions, etc.

8. Understands and uses a variety of strategies that encourages the development of critical thinking, problem-solving.

9. Selects or develops and implements student learning activities that integrate technology.

10. Provides feedback to students in a timely and helpful manner.

11. Plans and uses assessment criteria and strategies appropriate to instructional goals and student characteristics.

12. Uses assessment information to improve student learning and his/her teaching.

13. Is skilled in using a variety of assessment strategies.

14. Persists in assisting students having difficulty learning.

15. Maintains systematic and accurate records of student progress.

16. Identifies and uses community resources in enhancing learning.

CATEGORY V: MODELS PROFESSIONALISM

1. Uses a reflective cycle to describe, justify, and critique teaching followed by setting goals and implementing needed changes.

2. Communicates with families about the curriculum or other activities for which he or she is responsible.

3. Makes continuous efforts to improve professional practice.

4. Relationships with others are characterized as collaborative, productive, and professional.

5. Behaves ethically and in the best interests of students and the community.

6. Demonstrates effective oral and written communication skills.

7. Demonstrates effective work habits (punctual, dependable, carries out responsibilities, etc.)

8. Demonstrates a commitment to the profession.

9. Knows and participate in professional organizations and activities of the education community.

10. Uses technologies to communicate, network, locate resources, and enhance a continuing professional development.

Procedures Regarding Retention in Field Experiences and in the Teacher Education Program

Interns placed in a field experience assignment are novice professional working under the supervision of more experienced practitioners. They must meet high expectations regarding professional behavior and attitudes as outlined in this document and in the professional standards and requirements for specific programs. Though interns are not accomplished professionals, they must be able to contribute to the school and classroom through their growing professional skills and knowledge. The participation of the intern must not interfere with the learning and development of children or young adults, with the cooperating teachers’ ability to conduct his or her responsibilities, or with the productive functioning of the school. The University recognizes its equal responsibility to support the intern’s development through field experience programs and its responsibility to K-12 professionals and pupils and their families to ensure that schools can continue to provide quality education and care.

Probation

When the University supervisors and cooperating teachers judge that an intern does not meet performance expectations outlined in the Policies and Procedures Governing Admission and Retention and that the intern could be in danger of failing or of being removed from the program, supervisory faculty may place intern on probation. The University supervisor, cooperating teacher, and intern meet to discuss weaknesses and to outline a plan for improvement. Copes of the plan, along with documentation leading to the probation, are submitted to the Assistant Dean. The intern remains on probation until he or she establishes a pattern of satisfactory progress as judged by the University supervisor in collaboration with the cooperating teacher.

Interim Removal

Faculty members, cooperating teachers, or administrators may recommend that an intern be removed from a field experience placement because of a pattern of unsatisfactory performance; or for a single severe incident such as a serious violation of policies or conduct codes; or unsafe or unprofessional behavior; or because the placement is judged to be interfering with the productive functioning of the classroom or school. The faulty supervisor makes the recommendation to the Assistant Dean and notifies the intern. Cooperating teachers or administrators make the recommendation to the University supervisor or to the Assistant Dean. The intern does not return to the school placement during Interim Removal.

The Assistant Dean will arrange a date to meet with the intern and the University supervisor within three class days of notifying the intern of the Interim Removal to discuss the concerns and possible strategies for resolving issues or problems.

If the faculty member is recommending permanent Administrative Removal from the Teacher Education Program, a date is set for review of the case as described below. The faculty member provides written notification regarding the recommendation for Administrative Removal and the reasons for the recommendation to the intern within two class days of the meeting with the Assistant Dean.

Administrative Removal

If the faculty member recommends that the student be permanently removed from the Teacher Education Program and if the student wishes to object to this recommendation, he or she must provide a written, reasoned objection to the Assistant Dean within five class days of relieving written notification. The Assistant Dean will set a date within 10 class days to meet wit the student and with the University supervisor. The intern and faculty member(s) may submit written information regarding the case to the Assistant Dean prior to the meeting.

The Assistant Dean will notify the student of his or her decision within five days of the meeting. If the Assistant Dean decides Administrative Removal from the Teacher Education Program is appropriate, he or she has the authority to remove the student from the Teacher Education Program. If the removal occurs during the grading period, the faculty member will assign a grade.

Appeals of Decisions for Removal from the Teacher Education Program

The Appeals Subcommittee of the Professional Education Committee (PEC) reviews appeals of decisions regarding administrative removal. If the student wishes to appeal the decisions of the Assistant Dean, he or she must notify the Dean, who serves as the Chair of the Professional Education Committee. The appeal must be in writing and must be received by the Dean within five class days of the date on which the student received notification of the decisions of the Assistant Dean. The appeals letter must provide a clear statement of the grounds for requesting the case to be heard and must also provide compelling evidence to support the appeal. The Dean will notify the chair of the PEC Appeals Subcommittee and will forward the student’s appeal to him or her.

If the Appeals Subcommittee decides the appeal may have merit, the Chair will notify the student immediately and a date will be set for the Subcommittee to meet within 10 days of receiving the appeal. If the Subcommittee decides the appeal lacks merit to be heard, the student will be notified and this will end the appeals process.

If the case is to be reviewed, an appeal date will occur within ten class days following the decisions to review the appeal. The Subcommittee may interview the student and the faculty supervisor or others involved in the matter based upon the discretion of the Committee Chair. If the Committee or Chair decides to interview individuals, representatives of both sides of the appeal (e.g., the University supervisor and the student) must be interviewed.

A written copy of the decision of the Appeals Subcommittee will be sent to the student within three days of the Subcommittee’s meeting to review the appeal. The decision of the Professional Education Committee Appeals Subcommittee is final.

III. PROCEDURES REGARDING WITHDRAWL FROM AND READMISSION TO THE TEACHER EDCUATION PROGRAM

Interns in professional education programs are subject to policies of the University as a whole and to the policies of the Teacher Education Program. The policies below apply to interns enrolled in courses and clinical experiences in professional education programs.

Withdrawal

If a student wishes to withdraw form courses or clinical experiences, he or she should follow regular University procedures for withdrawals. The student should notify the University supervisor, cooperating teacher, and the Field Experience Office prior to withdrawal. Interns who withdraw from courses or clinical experience and who later wish to continue in the program must apply to be readmitted to the Teacher Education Program.

Readmission

Policies and procedures governing readmission to the Teacher Education Program and to courses and field experiences are as follows:

1. The student must be in good standing at Radford University prior to applying for readmission to the Teacher Education Program.

2. The student must comply with the current requirements and procedures for admission to the Teacher Education Program.

3. The student must submit an application for readmission to the Teacher Education Program.

4. If the student left the Teacher Education Program in good standing, the application will be reviewed by the Assistant Dean and the Field Experience Office.

5. If problems were noted at the time of withdrawal from the Program, the following appeal procedure apply:

a) The student must attach an appeal letter to the regular admission materials that includes compelling evidence that the case deserves to be reviewed, and that the student has addressed the problems noted at the time of the withdrawal. Copies of the appeal and of the application materials must be submitted to the Assistant Dean, who chairs the Professional Education Committee.

b) The Dean will forward the appeal application for readmission to the Chair of the Appeals Subcommittee of the Professional Education Committee. A date will be set by the Chair for the Appeals Subcommittee to review the appeal and application for readmission within ten class days of the receipt of the appeal and application materials.

If the Appeals Subcommittee decides that the case does not merit a review, the student is sent written notification within three class days of the review meeting. If the Appeals Subcommittee decides that the appeal has merit, the Subcommittee will review the appeal and application for readmission. The Subcommittee may interview those involved, and if interviews are used, both faculty member and the student must be interviewed. A written copy of the decisions of the Appeals Subcommittee will be sent to the student within three days of the Subcommittee’s meeting to review the appeal. The decision of the Professional Education Committee Appeals Subcommittee is final.

The Professional Educator

A statement of beliefs and goals of

students, faculty, and administrators in the

Radford University/PK-12 School

Learning Community

A fundamental concept underlying preparation for a profession in PK-12 schools is that it is a career-long process. Thus, the first basic expectation for Radford University professional education candidates is that they demonstrate a commitment to life-long learning. Studies of experts and novices in education suggest that professional knowledge and dispositions emerge from reflected-upon experience: situated learning that takes place within an environment that values and pursues inquiry into professional practice and student development and learning. Thus a second underlying tenet in Radford University’s programs is the emphasis upon professional learning communities that promote the development and well being of PK-12 students and families, professional education candidates, and university and school-based faculty.

Programs are also designed to encourage candidates to integrate knowledge gained over time from several areas of study and experience: from candidates’ prior beliefs and understandings, from research in their fields, from the expert counsel of practitioners, from guidelines from professional organizations, and from their own study and experiences as teachers, counselors, administrators, psychologists, social workers, librarians, and other specialists.

Candidates in Radford University’s Professional Education programs are expected to demonstrate knowledge, skill, and commitment in the following areas:

Content Research has extended our awareness of the pervasive impact that content knowledge has on professional practice today. Rich content knowledge is essential in promoting PK-12 student learning. Teacher candidates understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. They are able to address the content in ways that motivate and engage students, using multiple modes for representing content and for assessing learning in order to meet the needs of diverse learners. Candidates pursuing advanced degrees master the content and knowledge bases particular to their advanced roles in order to provide effective leadership, support, and services for PK-12 students and teachers.

Learners. Professional expertise includes the knowledge, skills and dispositions to engage in learner- and family-centered work. Informed decision-making requires a strong understanding of various aspects of human development. Candidates understand how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development. They understand how students differ in their approaches to learning and can create instructional opportunities that are adapted to diverse learners. They use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. The increasing diversity of students in PK-12 schools requires that professionals have strong foundations in multicultural and global perspectives, in the socio-cultural contexts of human growth and development, in learning styles, in communication and interaction styles, in family systems, and in student exceptionalities. Candidates demonstrate the knowledge, skills, and commitment needed to advocate for quality education for all students, and to recognize and eliminate structures, assumptions, and practices that restrict access or perpetuate inequities in education.

Best Practice Best practice requires a commitment to inquiry and reflection, attention to multiple variables impacting student development and learning, and a proactive stance toward schools as learning communities. Candidates apply best practices in order to ensure that all PK-12 children are successful learners. Candidates use knowledge of effective verbal, nonverbal, and media communication strategies to foster active inquiry, collaboration, and supportive interaction among students and PK-12 professionals. Candidates plan instruction and services based upon knowledge of subject matter, students, families, the community, and curriculum goals. They understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. Candidates in administrative and specialist programs apply best practices in providing leadership and services that support effective and caring learning communities. Candidates are able to explain what they believe, know, and do based upon research and best practice. They are able to integrate technology into their practice to promote student learning, to access information, to enhance communication, to manage their roles and responsibilities effectively and to extend their own learning.

Professionalism. Candidates actively seek opportunities to develop professionally and to promote renewal and best practice in the learning community. Candidates reflect systematically upon their practice and continually evaluate the effects of their choices, decisions, and actions on others. Candidates are knowledgeable about and proficient in meeting professional and state standards for practitioners in their field. Candidates foster relationships with school colleagues, families, agencies and the community to support students’ learning and well being. They are able to communicate effectively and sensitively with families about school programs and about the progress of their children, and are successful in engaging families in the education of their children.

Special Education Teacher Preparation Program

(High Incidence Disabilities – EBD/LD/MR)

Performance Assessment Task

Title of Performance Assessment Task	TEACHING PORTFOLIO
Course of Field Experience	EDSP 791-792: Internship in High Incidence Disabilities (E/BD, LD, MR K-12)
Program Context	Components of the Teaching Portfolio are collected throughout the program, and complied into a Teaching Portfolio during the culminating graduate internship semester.
Standards	Each artifact that is collected in the Teaching Portfolio was originally an assignment for one of the courses in the program. These assignments were designed to meet the CEC and VADOE Common Core standards, as well as CEC and VADOE specialty area standards in emotional/behavioral disorders, learning disabilities, and mental retardation. Each assignment was evaluated during the semester it was originally submitted using analytic rubrics that incorporate those professional standards. In addition, the Teaching Portfolio as a whole is evaluated during the first half of the practicum semester using a holistic evaluation rubric. The rubric evaluates the portfolio according to the RU College of Education and Human Development’s 7 Components, as well as on standards of completeness, organization, presentation, and integration.
Brief Description of Task	The candidate collects artifacts developed and evaluated across the courses and field experiences in the program and organizes them into a Teaching Portfolio that is evaluated holistically.
Process for Successful Completion	Components of the Teaching Portfolio are developed and evaluated as part of the requirements for various courses in the program (EDAP 651, 430, 545, 670, 566, 672, 622, 669, 676). When candidates have passed PRAXIS I and been admitted to Teacher Education, they are provided with a list of the items that are to be included in their Teaching Portfolio. Candidates receives guidance in development of their Teaching Portfolio by their academic advisor, and their University Supervisor(s) for their Practicum and Internship experiences.
Assessment Procedures	Each artifact is evaluated as a performance task within the course for which it is initially required. The Teaching Portfolio is then assessed using a holistic evaluation rubric attached. A committee of the candidate’s advisor and University Supervisor for the practicum experience assesses the portfolio.
Performance Task Description Submitted by	Dr. Rachel E. Janney, Professor

Fall 2003

RU Special Education Department

Requirement for Teaching Portfolio

These are the documents that should be included in your Teaching Portfolio. Include the evaluation rubrics that were used by the professors who initially evaluated each document. You may revise these documents before including them in your Portfolio…

Performance Concepts	Evidence to Include in Teaching Portfolio
Content Knowledge	Lesson Plans (EDSP 545, EDSP 676) Unit Plan (EDSP 566) IEP (EDSP 566, 676)
Professional Knowledge and Skills	Philosophy/Mission Statement Journal Article Reviews (EDSP 466, 672) Classroom Management Plan (EDSP 670 or practicum) Diagnostic Report (EDSP 669) Ecological Assessment (EDSP 566) Informal Reading Inventory (EDSP 669) IEP (EDSP 566; EDSP 676; practicum)
Pedagogical Knowledge and Skills	Instructional Program Plan (EDSP 566) Unit Plan (EDSP 566) Lesson Plans (EDSP 566, EDSP 676) Functional Behavior Assessment & Behavior Plan (EDSP 670 or practicum)
Dispositions	Philosophy/Mission Statement
Impact Upon K-12 Student Learning	IEP (EDSP 566, EDSP 676, practicum) IEP Data Sheets (EDSP 566; practicum)
Technology Knowledge and Skills	Instructional Materials: Picture Schedule (EDSP 566); Power Point, transparencies, (EDET 619, 620) Professional Materials: Program Planning Matrix and Adaptations Plan (EDSP 566); tables and forms (EDET 619, 620, EDSP 566, EDSP 676) Electronic submission of Teaching Portfolio (practicum)
Diversity Knowledge, Skills, & Disposition	Philosophy/Mission Statement (EDSP 566 practicum) Diagnostic Report (EDSP 669) Collaboration and Diversity Case Study (EDSP 622)

Fall 2003

RU Special Education Department

Teaching Portfolio Evaluation

EDSP 791-792: Practicum in High-Incidence Disabilities (E/BD, LD, MR, 5-12)

Candidate_________________________________________________________

Date:_____________________________________________________________

Faculty Evaluator(s):________________________________________________

Directions: Evaluate the Portfolio as “target,” “acceptable,” or “unacceptable” on each of the 4 standards.

	Target	Acceptable	Unacceptable
Organization	Table of contents is complete; documents are easy to find; organization is logical and coherent	Table of contents is complete; documents are easy to find	Presented in unorganized confused way; difficult to find documents
Completeness and Accuracy: Inclusion of All Required Documents (see attached list of required tasks/evidence)	Each Performance Component is documented with the appropriate artifacts; All documents are necessary and focus on the purpose of the portfolio task. All documents were rated as “Target” using course-specific evaluation rubric.	Each Performance Component is documented with appropriate artifacts; All artifacts were rated as “Target” or “Acceptable.”	One or more Performance Components is not documented with appropriate artifacts; One of more artifacts was rated as “Unacceptable.”
Mechanics and Presentation	Virtually no errors in grammar, word usage, or mechanics; Professional yet creative appearance.	A few (less than 5) errors in grammar, word usage, or mechanics; Professional appearance.	Several (5 or more) errors in grammar, usage, or mechanics; Lacking in professional appearance
Integration of Knowledge Skills, and Dispositions	Shows excellent evidence of in-depth, integrated knowledge, skills, and dispositions in all 7 Performance Components. The portfolio shows dedication to excellence, creativity, initiative, and an understanding of the relevance of the Portfolio to the classroom and the teaching profession.	Shows good, solid evidence of integrated knowledge, skills, and disposition in all 7 Performance Components. The portfolio shows dedication to quality and an understanding of the relevance of the Portfolio to the classroom and the teaching profession.	Shows evidence of weakly integrated knowledge, skills, and dispositions in one or more of the 7 Performance Components. There is little evidence of dedication to quality and a weak understanding of relevance of Portfolio to the classroom and the profession.
Overall Evaluation

Items to be Submitted with Application for Teaching Position

(one or combination of these):

1. Resume

2. Philosophy of behavior management (one schools systems specified minimum of two types pages, maximum of 4)

3. Statement (length varies) re: why I became a teacher, chose teaching as a profession, etc.

4. Sample lesson plan appropriate for teaching position I am applying for; to include complete, detailed plan with transparencies, etc.

5. Recent journal article or book review

6. Statement (length varies) re: my position regarding classroom grouping (ability, etc.), individualized learning, similar topics.

7. Sample of formal or informal assessment. (i.e., behavioral intervention plan, functional behavioral assessment, rubrics, diagnostic report, etc.)

8. Usual items such as transcripts, references, PRAXIS scores, copies of teaching certificates

9. Cover letter

10. Copies of professional evaluations, professional papers

11. Up to 5 references

Task Steps	10/1	10/3	10/5	10/8	10/10	10/12	10/15	10/17
12. Close lid	G	PP	G	I	I	I	I	G
11. Put tape in box	PP	PP	PP	PP	PP	PP	PP	G
10. Take out tape	PP	PP	PP	PP	PP	PP	PP	PP
9. Push button to open	G	I	I	I	I	I	I	I
8. Push “stop.” (coded)	I	G	G	G	G	I	I	I
7. Listen more than 30 s	I	I	I	I	I	I	I	I
6. Push “play” (coded)	G	G	G	PP	G	G	G	I
5. Close lid	I	I	I	I	I	I	I	PP
4. Put tape in	PP	PP	PP	G	PP	G	G	G
3. Take tape out of box	I	I	I	I	I	G	I	I
2. Pick up tape (choice of 2)	G	I	I	I	I	I	I	I
1. Push button to open	G	G	G	G	I	I	I	I
Totals	3	5	5	6	7	7	8	8