Special Education Practicum Handbook

Size: px
Start display at page:

Download "Special Education Practicum Handbook"

Transcription

1 COLLEGE OF STATEN ISLAND/CUNY DEPARTMENT OF EDUCATION Special Education Practicum Handbook For programs in Special Education Sequence 2 EDP 631 and EDP 632 INTERNSHIP CERTIFICATE Office of Fieldwork 3S

2 Welcome to EDP 631/632 Teaching Practicum in Special Education (Internship Certificate Option) Requirements for an Internship Certificate Special Education teacher candidates in Sequence 2 may decide to request that the College of Staten Island apply to the New York State Education Department (NYSED) on their behalf for an Internship Certificate. Upon successful completion of the CSI Internship Certificate Application (see Appendix 1), the teacher candidate may seek employment in a public school in New York state. In order to apply for an Internship Certificate the teacher candidate must have COMPLETED the following courses: EDP612, EDP621, EDP622, EDD602, EDD609, EDE601, EDE602,EDE603, and EDE604 with a GPA of 3.0 or higher. Note: Completed means that a final grade appears on the teacher candidate s transcript for each of these courses. Upon securing a teaching position, the teacher candidate may enter EDP631/EDP632 Teaching Practicum in Special Education (two semester commitment). SPECIAL NOTE: The Program in Special Education recommends that only those teacher candidates with previous teaching experience consider the Internship Certificate rather than Student Teaching. This handbook is designed to be a general reference during their practicum semesters for College of Staten Island teacher education candidates, their cooperating teachers, school administrators, and College supervisors. The information contained in this handbook addresses requirements and expectations of the program in order to better guide the practicum process. While doing practicum, the primary resource for the student and the cooperating teacher is the College supervisor. The College supervisor is the official liaison between the school site, the practicum teacher and the CSI Department of Education. If you have questions or need additional information, contact the Office of Fieldwork at

3 Summary of Conceptual Framework The Department of Education at the College of Staten Island has as its core mission the development of teachers who are both intellectually autonomous and professionally responsible. To achieve this mission, the work of preparing teachers centers around three goals and their respective objectives: Goal 1: Gain Content Knowledge and Develop Pedagogy. Candidates must acquire an understanding of subject matter across the curriculum and apply it in pedagogically appropriate ways. They do this through demonstrating knowledge of subject matter, knowledge of pedagogy and knowledge of learners. Goal 2: Engage All Students. Candidates must be able to design and implement instruction that motivates and engages all students. They demonstrate this by effectively planning, delivering, and assessing instruction, and by encouraging respectful behaviors from all students. Goal 3: Demonstrate Professional Dispositions. Candidates must conduct themselves in contextually appropriate ways. This includes becoming a reflective practitioner, collaborating effectively with colleagues and other professionals, and showing respect for others.

4 General Information What is required during EDP 631/EDP632 Teaching Practicum? The Special Education Teaching Practicum for the Internship Certificate is a two semester course. EDP 631 (2 credit course) requires attending a weekly practicum/student teaching seminar at CSI and 20 days (or 80 instructional hours) working with children with special education needs (IEP student) in grades 1-3 or grades 4-6. The teacher candidate will be observed 4 times in this setting. EDP 632 (1 credit) requires working with pupils with special education needs for 20 days (or 80 instructional hours) in the grade setting 1-3 or 4-6 other than that attended in EDP 631. The teacher candidate will be observed 4 times during EDP 632. The teaching practicum is designed to promote the graduate special education teacher candidate s understanding of the academic and social issues of pupils with special education needs at the childhood level (grades 1-6). The practicum candidate will have the opportunity to focus on the dynamics of the learning/teaching processes in a variety of ways. These include student/teacher interactions, implementation of instructional methods, curriculum activities adapted to engage all pupils actively, heighten their interest and improve their academic performance. The New York State Education Department (NYSED) adopted Regulations of the Commissioner Section which offers the following distinction between practica and student teaching: (x) Practica means structured, college-supervised learning experiences for a student in a teacher education program in which the student teacher practices the skills being learned in the teacher education program through direct experiences with individual students or groups of students. These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the students. (xii) Student teaching means a structured, college-supervised learning experience for a student in a teacher education program in which the student teacher practices the skills being learned in the teacher education program and gradually assumes increased responsibility for instruction, classroom management, and other related duties for a class of students in the area of the certificate sought. These skills are practiced under the direct supervision of the certified teacher who has official responsibility for the class. The graduate practicum teacher will spend twenty (20) days with pupils with special education needs (one or more pupils in the class must have an IEP) and their teacher(s) in grades 1-3 and twenty (20) days with pupils with special education needs (one or more pupils in the class must have an IEP) and their teacher(s) in grades 4-6. An Instructional Day equals 4 hours so 20 days equals 80 hours in grades 1-3 and 80 hours in grades 4-6. Candidates are formally observed a minimum of 4 times by their College supervisor in EDP 631 and 4 times in EDP 632. Lessons must be prepared ahead of time and handed to the

5 College supervisor on the day of the observation, or earlier. Please choose lesson topics in collaboration with your cooperating teacher and College supervisor. A variety of lesson topics and teaching styles should be presented. After each observation, candidates and supervisors meet to discuss the observation. Candidates attend a weekly practicum teaching seminar in EDP 631 ONLY. Candidates must keep careful records of time spent in the classroom and in preparing with the cooperating teacher. Lunch is not recorded. These time sheets need to be signed by the cooperating teacher or the building supervisor, and by the candidate and submitted to the Office of Fieldwork at the official end of student teaching. No grades can be given without timesheets on file with the College. Practicum and the seminars are graded on a pass/fail basis. To complete practicum, candidates must successfully complete the above requirements. The College supervisor and the cooperating teacher must agree that the candidate has acquired the skills, competencies and dispositions necessary to independently take over a class. How are Teaching Practicum candidates placed? Candidates must find their own placement for the teaching practicum for both grade levels. One grade level may be the practicum candidates own classroom. The second grade level may have to be satisfied by volunteering in a colleague s classroom during the candidates lunch hour, preparation period, before or after schools, or during evenings and or weekends. ROLE AND RESPONSIBILITIES OF THE PRACTICUM TEACHER CANDIDATE The practicum experience provides for teacher candidates opportunities to analyze, evaluate, and fine-tune their teaching practices to prepare them for entry into the professional world of education. Each practicum teacher brings with him or her unique experiences, qualities, interests, and skills. These unique characteristics combined with the knowledge, skills, and dispositions developed during study at the College of Staten Island will help the practicum teacher become that professional. To help them accomplish this, practicum teachers are expected to: Establish on-going communication with the cooperating teacher, including a scheduled weekly planning conference. Address problems or concerns immediately through discussion with the College supervisor and the cooperating teacher. Assume increasing responsibility for all aspects of classroom teaching, including planning and implementing instruction, classroom organization and assessment of student progress. Follow the placement school s calendar and daily schedule.

6 Participate in school related activities with the cooperating teacher, including faculty meetings, professional development opportunities, parent-teacher conferences and interdisciplinary team meetings. Keep accurate time sheets signed by the cooperating teacher and the building supervisor and submit them to the Office of Fieldwork (see Appendix 2) Notify the school and cooperating teacher in event of an absence. The College supervisor should also be informed. Lengthy absence may result in an extended placement in order to meet required hours. Be proactive! Take the initiative in becoming involved in the classroom. Ask for opportunities to assist. Seek out productive activities to become involved in. Develop a receptive attitude towards suggestions and critiques. Constructive feedback from the cooperating teacher and the College supervisor is essential for the student teacher s professional growth and helps develop the candidate into a reflective practitioner. Fill out a practicum teacher self-evaluation form online. (see Appendix 3). Fill out a site evaluation form. (see Appendix 4). Complete assignments on practicum teaching course syllabus (see Appendix 5).

7 ROLE AND RESPONSIBILITIES OF THE COOPERATING TEACHER The cooperating teacher plays a fundamental role in the practicum teaching experience since he or she works the most closely with the practicum teacher. Cooperating teachers are positive role models for teacher candidates and therefore demonstrate the teaching profession in a positive light, reflecting high quality teacher performance. They are exemplary teachers selected by their principals according to carefully constructed criteria (see Appendix 7). Cooperating teachers are expected to show commitment to mentoring a teacher candidate by: maintaining a positive respectful attitude toward the students and the practicum teacher. ensuring that the practicum teacher has maximum exposure to planning and delivery of instruction. Please remember: Practicum teachers are more than an extra pair of hands. Their primary duties are instructional in nature. They should not be used to photocopy, create general school displays, do lunch duty, or otherwise cover non-instructional tasks. While recognizing that these tasks comprise part of every teacher s day, practicum teachers have limited time with you and are eager to learn! Cooperating teachers are also expected to: Communicate school and classroom policies and procedures, the curriculum, daily schedules, texts, and resources to the practicum teacher. Provide the practicum teacher with a class list, copies of texts, curriculum guides, assessment tools and any other resources important in daily instruction. Provide on-going, honest, and constructive feedback regarding the practicum teacher s professional growth to both the practicum teacher and the College supervisor. Schedule weekly conferences to review lessons and discuss instruction. Efforts should be made to participate in post-observation conferences with the College supervisor and practicum teacher. Address concerns immediately through honest, open dialogue with the practicum teacher and College supervisor (if necessary). Complete a final evaluation form for the practicum teacher of the practicum teacher s performance near or at the end of the placement and share it with the practicum teacher. The evaluation is then given to the College supervisor or submitted to the Coordinator of Fieldwork. It is recommended that the cooperating teacher keep a written record of his or her observations of the practicum teacher to aid in weekly conferences with the practicum teacher and also to facilitate completion of the final evaluation form (see Appendix 3). Complete a cooperating teacher data form and submit to College supervisor or Office of Fieldwork (see Appendix 8).

8 ROLE AND RESPONSIBILITIES OF THE COLLEGE SUPERVISOR The College supervisor serves as the primary liaison between the practicum teacher, the partner school and the Office of Fieldwork at the College of Staten Island. As a full-time or adjunct member of the education faculty who is highly qualified in his or her field, College supervisors have vast experience in the supervision and professional development of teachers (see Appendix 9). College supervisors aid practicum teachers in the development of their educational philosophies and classroom practices through frequent personal contacts, classroom observations, and conferences. The College supervisor is expected to: Attend meetings and functions related to practicum teaching throughout the semester. Attend training in use of CSI Education Dept. assessment system, TK20. Serve as a personal resource to guide the practicum teacher in all aspects of the experience including professional and interpersonal issues. Address problems or concerns immediately through open dialogue with the practicum teacher, cooperating teacher, and Director or Coordinator of Fieldwork. Arrange to meet jointly with the cooperating teacher and practicum teacher early in the semester to review expectations and requirements that facilitate an effective working relationship. Formally observe the practicum teacher four times over the course of the semester, followed by post-observation conferences. Pre-observation conferences can also be helpful. Try to schedule post-observation conferences when the cooperating teacher is available. Fill out an evaluation of practicum teaching form for each of the four formal observations each semester, with particular attention to the final observation. The final observation is the most complete picture of the practicum teacher s development over time (see Appendix 3). These must be submitted within 1 week of the observation. Observe and evaluate 2 key assessment assignments in the areas of technology and adapting instruction for the student teaching seminar. These are part of the 4 formal observations each semester. The assignments and reflections are graded on a rubric (Appendix 6). Share written evaluation reports with the practicum teacher and return signed forms to the Office of Fieldwork, along with lesson plans for the lessons observed. Collect and evaluate all lesson plans for observed lessons, and discuss with the practicum teacher during formal conferences. Collect final evaluation form and cooperating teacher data form from each cooperating teacher and turn in to the Office of Fieldwork (see Appendix 3 and 8). Fill out a site evaluation form (see Appendix 4).

9 The Practicum Teaching Experience Once the candidate receives his or her letter of placement, the excitement begins. Student teachers have many questions about their new school, their cooperating teacher, their College supervisor, and what will be expected from them during their 14-weeks in a classroom. This section outlines the activities expected of the candidate, the cooperating teacher, and the College supervisor during the course of the student teaching semester. The Early Days of Student Teaching Week One Introduction to the school All schools handle introductions differently. In some schools, the principal or assistant principal holds an orientation for student teachers. In other schools, the cooperating teacher or another staff member may provide this function. In any case, the first week should be one where the student teacher becomes familiar with the following: physical layout of the school, including restrooms and teacher lounges school rules and regulations school administration school calendar physical layout of the classroom class rules and management procedures the class daily schedule instructional resources such as the library, resource room and available technology curriculum and materials student records, reports, and grading policies

10 The Final Weeks of Practicum Teaching By now practicum teachers have been teaching subjects part-time on a daily basis. Cooperating teachers should insure that practicum teachers have plenty of opportunities for the following: Planning and implementing instruction to small groups and the whole class Planning an extended unit of instruction with appropriate assessment strategies Interacting with parents, when appropriate Interacting with colleagues and building administration Attending staff meetings Attending professional development Using technology to enhance instruction Assessing students and varying instruction according to those assessments Differentiating instruction, including planning and implementing supplemental and enrichment activities for struggling learners, learners with limited English, and for gifted learners Handling discipline problems Handling academic problems Reflecting on instruction with the cooperating teacher Participating in school community activities During this time, the College supervisor should ensure that all four formal observations have been successfully completed, conferences held and evaluations submitted to the Office of Fieldwork. If circumstances dictate that the practicum teacher needs to remain in the school beyond fourteen weeks, the College supervisor should discuss this with the cooperating teacher, the Director or Coordinator of Fieldwork, and the school liaison.

11 Conferencing with the Cooperating Teacher Since the cooperating teacher plays a vital role in the success of the practicum teaching experience, it is extremely important that communication between the two is productive and frequent. Formal conferences to discuss the practicum teacher s activities should be planned for once or twice a week, with informal conversations happening more frequently. At this time, feedback on interactions with students or lessons taught can be given. In addition, the practicum teacher may want to discuss questions arising from observing in the classroom. Evaluation of a practicum teacher is a continuous and cooperative process. Here are some suggested guidelines for practicum teacher/cooperating teacher conferencing: Set aside specific time each week Discuss situations when fresh in one s mind Have a topic to discuss at each conference Keep running records of what was discussed Allow for honest differences of opinion Treat all conferences as a tool in the development of the practicum teacher Help the practicum teacher to become a reflective practitioner Early conferences may be spent on discussing the classroom, including the students and the curriculum. Planning, instruction and assessment all become important components of the conferencing time. The cooperating teacher will need to help the practicum teacher refine teaching skills such as questioning, classroom management, delivering instruction, and differentiated instruction. Conference time should also be spent on evaluating student work. The practicum teacher needs to understand how the philosophy and theory of learning, in addition to state and local standards, inform the assessment of student work and the measure of pupil progress.

12 The Practicum Teaching Seminar The practicum teaching seminar is an integral and required part of the practicum teaching experience. It is designed to provide an opportunity to share and reflect on practicum teaching with professors of education, colleagues and peers. Attendance at the weekly seminar is mandatory for all practicum teachers. Guest speakers frequently discuss important topics such as employment opportunities in the NYC Department of Education, navigating the system, and licensing requirements. Several sessions will be devoted to the New York State Certification requirements for the reporting of child abuse and maltreatment and school violence prevention and intervention. Each program may have slightly different requirements for the seminar and specific requirements and syllabi will be distributed on the first day of class. However, practicum teachers and interns in all programs must complete several assignments that meet INTASC standards to be used for the program portfolio. See Appendix 5 and 6 for course syllabi, including specific assignments to be completed during practicum teaching. Assessment The assessment of the practicum teacher is based largely on the College of Staten Island Department of Education s conceptual framework. Practicum teaching is the capstone experience in the candidate s program and it is a time to synthesize and develop the knowledge, skills, and dispositions acquired along the way. While it is recognized that candidates continue to develop professionally once teaching in schools, exit from the program is contingent on demonstrating competency in a number of areas laid out in the practicum teaching evaluation form. The Program Portfolio also plays an important role in the candidate s program and needs to be completed before the end of student teaching. The Portfolio Handbook (available in 3S 208) and workshops given each semester can answer any questions regarding this requirement. The cooperating teacher provides informal feedback to the practicum teacher throughout the placement. At the end of the placement, the cooperating teacher completes a written practicum teacher evaluation form (Appendix 3). After discussing this form at a formal conference, the practicum teacher should sign it to acknowledge that the information contained on it has been discussed and accepted by the student teacher. The evaluation can be given to the College supervisor or mailed directly to the Coordinator of Fieldwork at the College of Staten Island. The College supervisor completes written evaluations of the four formal practicum teacher observations he or she conducts each semester. The observations should be discussed and signed by the practicum teacher before submitting it to the Office of Fieldwork. These evaluation reports become part of the teacher candidate s file in the Department of Education.

13 Frequently Asked Questions (FAQs): This section answers some of the most frequently asked questions about the practicum teaching experience. Please contact the Office of Fieldwork if your question has not been answered in this handbook. If you can think of any other questions that practicum teachers, cooperating teachers, building supervisors or College supervisors might like answered, please submit them to the Office of Fieldwork and we will include them in our next printing of this handbook. What kinds of activities count as hours on my time sheet? Activities that can be recorded on your time sheet include time spent in the classroom, formally preparing with the cooperating teacher during a preparation period or before or after school. Lunch cannot be recorded. I love the class I m working with. Can I stay a few extra weeks and watch my fifth-graders graduate? Of course, once the official end of practicum teaching arrives, candidates may elect to stay and continue with their cooperating teacher as long as they have explicit permission from the principal and the cooperating teacher. Do I need to be fingerprinted to student teach? You need to be fingerprinted to begin practicum teaching. The NYC Dept of Education comes to CSI the semester before practicum teaching to do fingerprinting and photo IDs. Information and dates for new student teachers are made available as soon as visits and fees are confirmed, usually during the practicum teaching interviews. Do I have to stay for the 37 ½ minutes of supplemental instruction in the schools? The extra 37 ½ minutes are part of the regular instructional day for all teachers. What do I have to do to apply for certification? Toward the end of your practicum teaching semester, as you near graduation, you will begin the process of state certification. If you are graduating in January, your graduation date is January 31 st. If you are graduating in June, your graduation date is June 15 th and if you are graduating in August, the graduation date is August 31 st. You need to complete the NYSED certification application on line. A complete set of directions is available in 3S208. Read the entire set of directions thoroughly before you begin the process. After you have completed the application and paid your fee on line you must the certification officer the requested information set forth in the directions. Once the process is completed the certification officer will enter the on line college/institutional recommendation required by the NYSED. Upon request, if necessary, you can obtain a letter from the certification officer that states you have completed an approved teacher preparation program and CSI is entering the college/ institutional recommendation. You can use this letter to obtain a teaching position in the NYCDOE schools. NOTE: You can only apply for certification in the area of the approved program you have completed and is endorsed on your transcript.

14 Do I need to wait for my official certification certificate to arrive from the state before I begin to look for a job? No. The letter that you may request from the Certification Officer, stating that you have completed a registered Education program and are graduating, will be acceptable to initiate employment with the NYC Department of Education. However, you may not officially begin paid work until the day after your official graduation date January 31st, June 15th or August 31st.

15 Appendices 1. Application for Internship Certificate and EDP631/EDP632 Teaching Practicum for Special Education 1B Graduate Sequence 2 2. Time Sheet Record of Student Teaching Hours 3. Example of Student Teacher/Intern Evaluation Forms 4. Fieldwork Site Evaluation Form 5. Student Teaching Syllabi Basic for all programs NOTE: Syllabi for all programs are given at the first meeting for student teaching. 6. Observed Key Assessment Assignments and Rubrics 6A Assignments to be observed and graded by college supervisors 6B Rubrics for the above key assessments 7. Cooperating Teacher Qualifications 8. Cooperating Teacher Data Form 9. College Supervisor Qualifications

16 Application for Internship Certificate Master s of Education Sequence 2 Name: Date: Social Security Number: Semester applying for certificate: Fall Phone Number Home Spring Cell Program: Special Education (grades 1-6) Courses completed (Please check all the courses you have completed) EDD 602 EDD 609 EDP 612 EDE 601 EDE 602 EDE 603 EDE 604 EDP 621 EDP 622 Other(s) (Please indicate courses) Attach a one page typed statement discussing why you feel you are prepared to enter the classroom as a teacher at this time.

17 EDP 631/EDP 632 Special Education Teaching Practicum Time Sheet Directions: 1. Complete one (1) time sheet for each grade placement, 1-3 and Each grade placement must include at least twenty (20) days (or 80 instructional hours) Practicum Candidate s Name School Designation College Supervisor Grade level Grades 1-3 Grades 4-6 Cooperating teacher s name Date Hours Cooperating teacher s signature

18 Appendix 3 Examples of Practicum Teacher Evaluation Forms will be given in the seminar.

19 Appendix 4 College of Staten Island Evaluation of School Sites for Practicum The evaluation of a school site which is collaborating with the College of Staten Island s Department of Education in preparing its teacher candidates is based on the following standards: Standard 1: The school is an exemplary model for teaching and learning for teacher candidates. Standard 2: The school provides teacher candidates with opportunities to develop professional knowledge, skills and dispositions. Standard 3: The school creates a caring learning community and professional culture for teacher candidates. Rating Scale for School Site Evaluation: The evaluation of a school site is accomplished by rating the expectations for each of the three standards on a 3-point scale. The rating scale is as follows: 3= Exceptional. This school site exceeds the expectation of the standard. 2= Acceptable. This school site meets the expectation at an acceptable level and strives to make suggested changes. 1= Unacceptable. This school site does not meet the expectation as described and is reluctant to make changes. A rating form (attached) for each school site is filled out by a College representative (College supervisor or Director of Fieldwork) and the teacher candidate. Expectations for each standard are listed and rated on the above scale. Scores are aggregated and an overall rating is given.

20 Appendix 5 Practicum Syllabi will be given in the first meeting of the seminar

21 Appendix 6A and 6B CSI Department of Education Practicum Teaching Seminar INTASC 3 Adapting Instructional Strategies Name: Date : Seminar Instructor: College Supervisor: Criteria Scale Points The candidate can identify and plan for diverse learning needs of students. The candidate can deliver a lesson for diverse learners. The candidate confers with observers and reflects on the lesson. The candidate collects and evaluates student work. Grammar, Format and spelling The candidate did not identify a learning need and made no accommodations in the lesson. The lesson delivered had no accommodations for a special learning need. There is little or no evidence of conferring with observers or reflecting on the lesson. There is no evidence of student work. The final assignment had major grammar, spelling and formatting errors. The candidate poorly identified a learning need and/or made poor accommodations in the lesson. The lesson delivered had very little, or ineffective, accommodations for a special learning need. There is some evidence of either conferring with observers OR reflecting on the lesson. There is some evidence of student work but no evaluation by the candidate. The final body of work had 3-5 grammar, spelling, and formatting errors. The candidate identified a learning need and made acceptable accommodations in the lesson. The lesson delivered had acceptable and somewhat effective accommodations for a special learning need. There is acceptable evidence of both conferring with observers and reflecting on the lesson. There is sufficient evidence of student work and evaluation by the candidate. The final body of work had 1 error related to either grammar, spelling or formatting. The candidate accurately identified a learning need and made unique, creative and appropriate accommodations in the lesson. The lesson delivered was a model in providing effective accommodations for learners with special needs. There is evidence of useful conversation with observers and of meaningful reflection on the lesson. There are many examples of student work and evaluations that offer insight to both the student and the teacher candidate. The final body of work was free of grammar, spelling and formatting errors. Total---->

22 Teacher Comments:

23 CSI Department of Education Name: Date : Practicum Teaching Seminar INTASC 6 Communication and Technology Seminar Instructor: College Supervisor: Criteria Scale Points The candidate can incorporate technology in a way that is appropriate for students learning needs, instructional goals and classroom resources. The candidate can deliver an effective lesson using technology. The candidate confers with observers and reflects on the lesson. The candidate collects and evaluates student work. Grammar, spelling, and format. 1-Unacceptable 2-Emerging 3-Proficient 4-Distinguished The candidate did not incorporate technology and made no modifications to the lesson. The lesson delivered had no or inappropriate use of technology. There is little or no evidence of conferring with observers or reflecting on the lesson. There is no evidence of student work. The final assignment had major grammar, spelling and formatting errors. The candidate used technology in a way that was unrelated to the needs, goals and resources and/or made few or inappropriate modifications to the lesson. The lesson delivered incorporated few, or ineffective modifications for the use of technology. There is some evidence of either conferring with observers OR reflecting on the lesson. There is some evidence of student work but no evaluation by the candidate. The final body of work had 3-5 grammar, spelling, and formatting errors. The candidate identified an appropriate use of technology and made acceptable accommodations in the lesson. The lesson delivered had acceptable and effective modifications for the use of technology. There is acceptable evidence of both conferring with observers and reflecting on the lesson. The candidate incorporated a unique, creative and appropriate use of technology into the lesson. The lesson delivered was a model in demonstrating effective and useful integration of technology to achieve instructional goals. There is strong evidence of useful conversation with observers and of meaningful reflection on the lesson. There are many There is sufficient examples of student evidence of student work and work and evaluations that evaluation by the offer insight to both candidate. the student and the teacher candidate. The final body of work had 1 error related to either grammar, spelling or formatting. The final body of work was free of grammar, spelling and formatting errors.

24 Teacher Comments: Total---->

25 Appendix 7 College of Staten Island/CUNY Department of Education Qualifications For and Selection of Cooperating Teachers for Practicum Teaching The selection of a teacher/practitioner to collaborate with the College of Staten Island s Department of Education in preparing its teacher candidates is determined jointly by the Department and the designated administrator at the school site. Cooperating teachers are selected based on the following standards and expectations. Standard 1: The cooperating teacher has the requisite knowledge and skills to further develop the teacher candidate s professional knowledge, skills and dispositions in the field. Cooperating teachers must be experienced, exemplary educators who meet the following minimum requirements. They must: have attained their master s degree, or be near completion. have taught for a minimum of five years. be certified in their area(s) of instruction. have the disposition necessary to share the task of planning, delivering, and assessing instruction in conjunction with a student teacher (student teaching particularly). The CSI Department of Education, the Teacher Candidate (TC), and the School Administrator expect that the cooperating teacher will model: planning and implementing instruction in compliance with New York State standards. the use of best practices and techniques in instruction and assessment. the use of differentiated instruction to meet the needs of diverse learners such as students with special needs (including struggling and accelerated learners) and English Language Learners. the use of positive, effective behavioral management techniques the use of creative, appropriate resources, materials and technology in instruction the use of reflective practice to improve teaching and learning outcomes

26 Standard 2: The cooperating teacher s dispositions are conducive to a positive and rewarding learning experience for the teacher candidate. Cooperating teachers are expected to demonstrate commitment to mentoring a teacher candidate by agreeing to: maintain a positive respectful attitude toward the students and the practicum teacher. maintain a classroom environment in which issues of equity and justice are valued and promoted. work closely with the College supervisor or course professor to provide the teacher candidate with the necessary environment to develop her or his knowledge, skills, and dispositions. Cooperating teachers are expected to demonstrate commitment to mentoring a teacher candidate by agreeing to provide opportunities for the teacher candidate to: A. observe lessons. B. become familiar with grade curriculum, texts, resources, and school policy. C. interact with students in as many varied settings as possible. D. plan lessons with the cooperating teacher and on her/his own. E. discuss strategies. F. Teach a gradually increasing number of lessons during the semester. G. receive feedback from observations of the lessons taught. Fieldwork for foundations courses- Introductory Level (10-25hrs per semester) is mostly observation but can include some interaction with students and teachers, e.g. interviews. Fieldwork for methods courses Developing Level (25-34 hours) includes A+B, but also must provide opportunities for TC to plan for and interact with individuals, small groups and whole classes of students. Practicum teaching- Competency Level (15 weeks full time) includes A-E but it is of paramount importance for the teacher candidate to move quickly from observing to teaching. The number of lessons they teach should increase until they are planning and teaching the majority of the day (childhood) or classes (adolescence) for at least two weeks. Cooperating teachers receive a written description of these expectations and the practicum teaching handbook prior to placement. They are discussed with the College supervisor during the beginning of practicum teaching. Any questions or concerns about these expectations or the practicum teaching process should be discussed with the College supervisor or Director of Fieldwork. Each semester, cooperating teachers, CSI Department of Education representative (Director of Fieldwork or College supervisor), and a school administrator will discuss the success of the placement and make adjustments as needed. Mentoring, like teaching, is a skill that develops over time and cooperating teachers will have opportunities to discuss issues and concerns with CSI staff and school administrators.

27 Appendix 8 College of Staten Island/CUNY Cooperating Teacher Data Form for Practicum Teaching Name of Teacher: Semester of placement (): Fall Spring (year) This placement was for student teaching fieldwork Is this your first time as a cooperating teacher? Prior experience: FILL OUT BELOW ONLY IF THIS IS YOUR FIRST TIME OR IF THERE ARE ANY CHANGES Name and address of school: Phone: Current teaching assignment: Number of years in education: Graduate degrees earned: Undergraduate major: minor: Areas of certification: Special licenses or certifications:

28 Additional training/relevant experience/qualifications/areas of interest:

West Georgia RESA 99 Brown School Drive Grantville, GA

West Georgia RESA 99 Brown School Drive Grantville, GA Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation

More information

Field Experience and Internship Handbook Master of Education in Educational Leadership Program

Field Experience and Internship Handbook Master of Education in Educational Leadership Program Field Experience and Internship Handbook Master of Education in Educational Leadership Program Together we Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education

More information

Santa Fe Community College Teacher Academy Student Guide 1

Santa Fe Community College Teacher Academy Student Guide 1 Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.

More information

Department of Education School of Education & Human Services Master of Education Policy Manual

Department of Education School of Education & Human Services Master of Education Policy Manual Department of Education School of Education & Human Services Master of Education Policy Manual Prepared by: Dr. Stacey Brown-Hobbs Elizabeth C. Monahan, PDS Liaison Edited by: Carolyn L. Cook, Director

More information

A Guide to Student Portfolios

A Guide to Student Portfolios A Guide to Student Portfolios School Counseling Program Department of Counseling & School Psychology Southern Connecticut State University Revised 2/28/12 Contents Portfolios The Basics... 3 A Portfolio

More information

Office: Bacon Hall 316B. Office Phone:

Office: Bacon Hall 316B. Office Phone: Buffalo State College State University College at Buffalo Department of Elementary Education & Reading School of Education Course Information: PRACTICUM IN STUDENT TEACHING Course Number #: Semester: Spring

More information

Cooperating Teacher Training. College of Education

Cooperating Teacher Training. College of Education Cooperating Teacher Training College of Education Welcome Thank You for partnering with UTA in the process of educating our teacher candidates! Your role as a cooperating teacher is critical to the success

More information

UNI University Wide Internship

UNI University Wide Internship Through UNI 290, students have obtained approval for internships in a very wide variety of areas. Internships give students an opportunity to acquire practical hands-on experience in a field or area that

More information

Higher Education / Student Affairs Internship Manual

Higher Education / Student Affairs Internship Manual ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table

More information

Program Report for the Preparation of Journalism Teachers

Program Report for the Preparation of Journalism Teachers Program Report for the Preparation of Journalism Teachers Section I--Context 1. Description of any state or institutional policies that may influence the application of SPA standards. The Journalism certification

More information

EDUC-E328 Science in the Elementary Schools

EDUC-E328 Science in the Elementary Schools 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

More information

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final

More information

Assessment System for M.S. in Health Professions Education (rev. 4/2011)

Assessment System for M.S. in Health Professions Education (rev. 4/2011) Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions

More information

Content Teaching Methods: Social Studies. Dr. Melinda Butler

Content Teaching Methods: Social Studies. Dr. Melinda Butler Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) 292-1288 office (208) 666-6712 fax (208) 771-3703 cell Email: mkbutler@lcsc.edu or butlerm2@mac.com Course Description:

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

University of Richmond Teacher Preparation Handbook

University of Richmond Teacher Preparation Handbook Updated August 2017 University of Richmond Teacher Preparation Handbook Dear Teacher Candidate: Welcome to the University of Richmond s Education Department. We are excited that you have chosen the University

More information

DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT

DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT DEPARTMENT OF KINESIOLOGY AND SPORT MANAGEMENT Undergraduate Sport Management Internship Guide SPMT 4076 (Version 2017.1) Box 43011 Lubbock, TX 79409-3011 Phone: (806) 834-2905 Email: Diane.nichols@ttu.edu

More information

Department of Social Work Master of Social Work Program

Department of Social Work Master of Social Work Program Dear Interested Applicant, Thank you for your interest in the California State University, Dominguez Hills Master of Social Work (MSW) Program. On behalf of the faculty I want you to know that we are very

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

FIELD PLACEMENT PROGRAM: COURSE HANDBOOK

FIELD PLACEMENT PROGRAM: COURSE HANDBOOK FIELD PLACEMENT PROGRAM: COURSE HANDBOOK COURSE OBJECTIVE: The Field Placement Program aims to bridge the gap between the law on the books and the law in action for law students by affording them the opportunity

More information

MPA Internship Handbook AY

MPA Internship Handbook AY MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom

More information

Language Arts Methods

Language Arts Methods Language Arts Methods EDEE 424 Block 2 Fall 2015 Wednesdays, 2:00-3:20 pm On Campus, Laboratory Building E-132 & Online at Laulima.com Dr. Mary F. Heller Professor & Chair UHWO Division of Education mfheller@hawaii.edu

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Arizona GEAR UP hiring for Summer Leadership Academy 2017

Arizona GEAR UP hiring for Summer Leadership Academy 2017 GEAR UP Summer Leadership Academy (GUSLA) Arizona GEAR UP hiring for Summer Leadership Academy 2017 NAU/AZ GEAR UP will host a six (6) day summer enrichment experience for GEAR UP students on the NAU Mountain

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

School of Social Work University of Wisconsin-Madison 1350 University Avenue Madison, WI 53706

School of Social Work University of Wisconsin-Madison 1350 University Avenue Madison, WI 53706 School of Social Work University of Wisconsin-Madison 1350 University Avenue Madison, WI 53706 SOCIAL WORK 400: SOCIAL WORK PRACTICE IN COMMUNITY AGENCIES Fall 2014 Field Practice and Integrative Seminar

More information

Tentative School Practicum/Internship Guide Subject to Change

Tentative School Practicum/Internship Guide Subject to Change 04/2017 1 Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING

LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING LOUISIANA STATE UNIVERSITY IN SHREVEPORT COLLEGE OF BUSINESS, EDUCATION AND HUMAN DEVELOPMENT DEPARTMENT OF PSYCHOLOGY MASTER OF SCIENCE IN COUNSELING Department of Psychology Louisiana State University

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Arkansas Tech University Secondary Education Exit Portfolio

Arkansas Tech University Secondary Education Exit Portfolio Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:

More information

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:

More information

MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK. Preparing Educators to Be Effective Reflective Engaged

MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK. Preparing Educators to Be Effective Reflective Engaged MULTIPLE SUBJECT CREDENTIAL PROGRAM HANDBOOK Preparing Educators to Be Effective Reflective Engaged 2017 2018 1 TABLE OF CONTENTS SECTION 1 Credential Program Overview SECTION 2 Credential Program General

More information

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course

EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall Semester 2014 August 25 October 12, 2014 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 DL1 (2 credits) Mobile Learning and Applications Fall

More information

University of Toronto Mississauga Degree Level Expectations. Preamble

University of Toronto Mississauga Degree Level Expectations. Preamble University of Toronto Mississauga Degree Level Expectations Preamble In December, 2005, the Council of Ontario Universities issued a set of degree level expectations (drafted by the Ontario Council of

More information

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review

More information

Field Work Manual Masters of Social Work Program

Field Work Manual Masters of Social Work Program Field Work Manual 2009-2010 Masters of Social Work Program Updated 9/2009 1 TABLE OF CONTENTS PREFACE.. 4 FIELD WORK EDUCATION AND FIELD PLACEMENT 5 FIELD PLACEMENT SETTINGS 5 COUNCIL ON SOCIAL WORK EDUCATION

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

HANDBOOK for the MASTER IN TEACHING with SECONDARY CERTIFICATION PROGRAM

HANDBOOK for the MASTER IN TEACHING with SECONDARY CERTIFICATION PROGRAM HANDBOOK for the MASTER IN TEACHING with SECONDARY CERTIFICATION PROGRAM Learners Learning Leadership WASHINGTON STATE UNIVERSITY VANCOUVER 1 Spring 2017 Edition WSU Vancouver College of Education website:

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Online Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

Keene State College SPECIAL PERMISSION FORM PRACTICUM, INTERNSHIP, EXTERNSHIP, FIELDWORK

Keene State College SPECIAL PERMISSION FORM PRACTICUM, INTERNSHIP, EXTERNSHIP, FIELDWORK Keene State College SPECIAL PERMISSION FORM PRACTICUM, INTERNSHIP, EXTERNSHIP, FIELDWORK DEPARTMENT NUMBER (Official use only) CREDITS COURSE TITLE: STUDENT NAME: (print) TERM: ID#: COURSE OUTLINE: Description

More information

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course

EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October 18, 2015 Fully Online Course GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INSTRUCTIONAL DESIGN AND TECHNOLOGY PROGRAM EDIT 576 (2 credits) Mobile Learning and Applications Fall Semester 2015 August 31 October

More information

World s Best Workforce Plan

World s Best Workforce Plan 2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

HDR Presentation of Thesis Procedures pro-030 Version: 2.01

HDR Presentation of Thesis Procedures pro-030 Version: 2.01 HDR Presentation of Thesis Procedures pro-030 To be read in conjunction with: Research Practice Policy Version: 2.01 Last amendment: 02 April 2014 Next Review: Apr 2016 Approved By: Academic Board Date:

More information

ACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017

ACCT 3400, BUSN 3400-H01, ECON 3400, FINN COURSE SYLLABUS Internship for Academic Credit Fall 2017 ACCT 3400, BUSN 3400-H01, ECON 3400, FINN 3400 - COURSE SYLLABUS Internship for Academic Credit Fall 2017 Instructor Email Telephone Office Office Hours Sarah Haley, M.Ed. smitch47@uncc.edu 704.687.7568

More information

FACULTY GUIDE ON INTERNSHIP ADVISING

FACULTY GUIDE ON INTERNSHIP ADVISING FACULTY GUIDE ON INTERNSHIP ADVISING Career Development Center Occidental College 1600 Campus Road, AGC 109 Los Angeles, CA 90041 323.359.2623 323.341.4900 careers@oxy.edu http://www.oxy.edu/career-development-center

More information

FACULTY OF ARTS & EDUCATION

FACULTY OF ARTS & EDUCATION FACULTY OF ARTS & EDUCATION GUIDE TO PROFESSIONAL EXPERIENCE PLACEMENT EPT326: EARLY CHILDHOOD PROFESSIONAL PRACTICE This Guide applies to students completing EPT326 within the course Bachelor of Education

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

Meeting these requirements does not guarantee admission to the program.

Meeting these requirements does not guarantee admission to the program. .Eastern Connecticut State University, School of Education & Professional Studies Committee on Admission and Retention in Education (CARE) UNDERGRADUATE ELEMENTARY Teacher Certification Application Application

More information

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7

Table of Contents. Internship Requirements 3 4. Internship Checklist 5. Description of Proposed Internship Request Form 6. Student Agreement Form 7 Table of Contents Section Page Internship Requirements 3 4 Internship Checklist 5 Description of Proposed Internship Request Form 6 Student Agreement Form 7 Consent to Release Records Form 8 Internship

More information

Dear Internship Supervisor:

Dear Internship Supervisor: Dear Internship Supervisor: Thank you for agreeing to supervise the internship of a Hunter College Geography student. I hope that this arrangement will benefit both your organization and our student. Student

More information

Field Experience Verification and Mentor Teacher Evaluation Form

Field Experience Verification and Mentor Teacher Evaluation Form Name Student ID # 3 Course EDU223AA Section Course Instructor ALL PAGES MUST BE ATTACHED Hours must add up to the total required in each section for this course. Incomplete documents or those with errors

More information

CREDENTIAL PROGRAM: MULTIPLE SUBJECT Student Handbook

CREDENTIAL PROGRAM: MULTIPLE SUBJECT Student Handbook CREDENTIAL PROGRAM: MULTIPLE SUBJECT Student Handbook Including the following pathways: Traditional Accelerated Collaborative Teacher Preparation (ACT) Internship Integrated Teacher Education Program (ITEP)

More information

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE

More information

Xenia High School Credit Flexibility Plan (CFP) Application

Xenia High School Credit Flexibility Plan (CFP) Application Xenia High School Credit Flexibility Plan (CFP) Application Plans need to be submitted by one of the three time periods each year: o By the last day of school o By the first day if school (after summer

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

Georgia Department of Education

Georgia Department of Education Georgia Department of Education Early Intervention Program (EIP) Guidance 2014-2015 School Year The Rubrics are required for school districts to use along with other supporting documents in making placement

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

Social Justice Practicum (SJP) Description

Social Justice Practicum (SJP) Description Social Justice Practicum (SJP) Description The Social Justice Practicum (SJP) is a first-year, non-clinical and non-discipline specific experiential practicum that occurs during the Fall and Spring Terms.

More information

Program Information. The Massachusetts Secondary School Administrators' Association together with TEACHERS21

Program Information. The Massachusetts Secondary School Administrators' Association together with TEACHERS21 The Massachusetts Secondary School Administrators' Association together with TEACHERS21 Invite candidates to enroll in a twelve month program of study for qualified Massachusetts educators to obtain initial

More information

Bloomsburg University Bloomsburg, Pennsylvania. Department of Teaching and Learning

Bloomsburg University Bloomsburg, Pennsylvania. Department of Teaching and Learning Bloomsburg University Bloomsburg, Pennsylvania Department of Teaching and Learning A Guide to Practicums and Seminars for PK4 and Mid-Level, Secondary, and Special (PK-8) ECE PK4 Education Majors Updated:

More information

Journalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104

Journalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104 Journalism 336/Media Law Texas A&M University-Commerce Spring, 2015/9:30-10:45 a.m., TR Journalism Building, Room 104 Catalog description: A study of the First Amendment and the significant legal decisions

More information

Preparing for Medical School

Preparing for Medical School Our Mission The mission of The Ohio State University Wexner Medical Center is to improve people s lives through innovation in research, education and patient care. Ohio State s College of Medicine aims

More information

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...

More information

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online

University of Massachusetts Lowell Graduate School of Education Program Evaluation Spring Online University of Massachusetts Lowell Graduate School of Education Program Evaluation 07.642 Spring 2014 - Online Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell), 978.934.1943 (office) Email:

More information

(2) "Half time basis" means teaching fifteen (15) hours per week in the intern s area of certification.

(2) Half time basis means teaching fifteen (15) hours per week in the intern s area of certification. 16 KAR 7:010. Kentucky Teacher Internship Program. RELATES TO: KRS 156.101, 161.028, 161.030, 161.048, 161.095 STATUTORY AUTHORITY: KRS 161.028(1)(a), 161.030 NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.030(5)

More information

4a: Reflecting on Teaching

4a: Reflecting on Teaching Domain 4: 4a: Reflecting on Teaching Professional Responsibilities Reflecting on teaching encompasses the teacher s thinking that follows any instructional event, an analysis of the many decisions made

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

BSW Student Performance Review Process

BSW Student Performance Review Process BSW Student Performance Review Process Students are continuously evaluated in the classroom, the university setting, and field placements to determine their suitability for the social work profession.

More information

MSW Field Placement Manual Foundation and Advanced

MSW Field Placement Manual Foundation and Advanced MSW Field Placement Manual Foundation and Advanced Eastern Michigan University School of Social Work Sarah Shea, Ph.D., LMSW, IMH-E (IV), Associate Professor Director of Field Program School of Social

More information

Indiana Corrections Leadership Academy Community Corrections Probation - Parole

Indiana Corrections Leadership Academy Community Corrections Probation - Parole Indiana Corrections Leadership Academy 1 Indiana Corrections Leadership Academy Community Corrections Probation - Parole Instructions- Please carefully read all the Leadership Academy information and requirements

More information

A. Permission. All students must have the permission of their parent or guardian to participate in any field trip.

A. Permission. All students must have the permission of their parent or guardian to participate in any field trip. 6230 Field Trips Original Adoption: 04/25/1967 Effective Date: 08/14//2013 Revision Dates: 03/28/1972, 12/16/1975, 08/13/1985, 08/13/2013 Review Dates: I. PURPOSE Field trips are an important adjunct of

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

APPLICATION FOR NEW COURSE

APPLICATION FOR NEW COURSE APPLICATION FOR NEW COURSE 1. General Information. a. Submitted by the College of: Fine Arts Today s Date: Feb. 5, 2011 b. Department/Division: Art/Art History c. Contact person name: Anna Brzyski Email:

More information

Pre-Professional Graduate Certificate Program in. Marriage and Family Therapy 2017/2018

Pre-Professional Graduate Certificate Program in. Marriage and Family Therapy 2017/2018 Pre-Professional Graduate Certificate Program in Marriage and Family Therapy 2017/2018 College of Education College of Family and Consumer Sciences School of Social Work The University of Georgia Revised

More information

SCHOOL PSYCHOLOGY M.S. STUDENT HA ANDBOOK

SCHOOL PSYCHOLOGY M.S. STUDENT HA ANDBOOK SCHOOL PSYCH HOLOGY M.S. STUDENT HANDBOOK 2017-2018 Academic Year Revision School Psychology Program 5208 University off Oregon Eugene, Oregon 97403-5208 https://education.uoregon.edu/spsy Core Program

More information

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits

SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits SY 6200 Behavioral Assessment, Analysis, and Intervention Spring 2016, 3 Credits Instructor: Christina Flanders, Psy.D., NCSP Office: Samuel Read Hall, Rm 303 Email: caflanders1@plymouth.edu Office Hours:

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Program Information on the Graduate Certificate in Alcohol and Drug Abuse Studies (CADAS)

Program Information on the Graduate Certificate in Alcohol and Drug Abuse Studies (CADAS) Program Information on the Graduate Certificate in Alcohol and Drug Abuse Studies (CADAS) This program is designed for students who have either: 1) completed a Master s degree or higher qualification from

More information

Supplemental Focus Guide

Supplemental Focus Guide A resource created by The Delphi Project on the Changing Faculty and Student Success www.thechangingfaculty.org Supplemental Focus Guide Non-Tenure-Track Faculty on our Campus Supplemental Focus Guide

More information

DEPARTMENT OF MOLECULAR AND CELL BIOLOGY

DEPARTMENT OF MOLECULAR AND CELL BIOLOGY University of Texas at Dallas DEPARTMENT OF MOLECULAR AND CELL BIOLOGY Graduate Student Reference Guide Developed by the Graduate Education Committee Revised October, 2006 Table of Contents 1. Admission

More information

Queen's Clinical Investigator Program: In- Training Evaluation Form

Queen's Clinical Investigator Program: In- Training Evaluation Form Queen's Clinical Investigator Program: In- Training Evaluation Form Name of trainee: Date of meeting: Thesis/Project title: Can the project be completed within the recommended timelines 2 years MSc - 4/5

More information

August 22, Materials are due on the first workday after the deadline.

August 22, Materials are due on the first workday after the deadline. August 22, 2017 Memorandum To: Candidates for Third-Year Comprehensive Review From: Tracey E. Hucks, Provost and Dean of the Faculty Subject: Third-year Review Procedures for Spring 2018 The Faculty Handbook

More information

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)

MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program

More information

Standard 5: The Faculty. Martha Ross James Madison University Patty Garvin

Standard 5: The Faculty. Martha Ross James Madison University Patty Garvin Standard 5: The Faculty Martha Ross rossmk@jmu.edu James Madison University Patty Garvin patty@ncate.org Definitions Adjunct faculty part-time Clinical faculty PK-12 school personnel and professional education

More information

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)

Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper

More information

Chemistry 495: Internship in Chemistry Department of Chemistry 08/18/17. Syllabus

Chemistry 495: Internship in Chemistry Department of Chemistry 08/18/17. Syllabus Chemistry 495: Internship in Chemistry Department of Chemistry 08/18/17 Syllabus An internship position during academic study can be a great benefit to the student in terms of enhancing practical chemical

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

School Performance Plan Middle Schools

School Performance Plan Middle Schools SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE

More information

Chapter 9 The Beginning Teacher Support Program

Chapter 9 The Beginning Teacher Support Program Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

Lesson Plan. Preparation

Lesson Plan. Preparation General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

SCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK

SCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK SCHOOL PSYCHOLOGY PH.D. STUDENT HANDBOOK 2013-2014 Academic Year Revision School Psychology Program 5208 University of Oregon Eugene, Oregon 97403-5208 https://education.uoregon.edu/spsy Core Program Faculty:

More information

Head of Music Job Description. TLR 2c

Head of Music Job Description. TLR 2c Head of Music Job Description TLR 2c This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions of employment of Teachers contained

More information