Directions for Activities to be completed during Special Education Placement

EDA416 and/or EDA417 (6 credit hours & 7.5 weeks each)
EDA582 (6 credit hours, 15 weeks)

General Description

For double special education majors, the special education portion of the student teaching experience consists of one half-semester in a special education placement to be completed either during the first half of the semester as EDA 416 or second half as EDA 417, most typically in a learning support environment of your grade band. For special education Prek-12 stand-alone majors, the student teaching experience consists of two different special education teaching experiences; in EDA416 and EDA417. As a stand-alone major you will have one learning support and one specialized classroom placement; most typically one will be in lower (Prek-6), and one will be in upper (7-12). During the special education placement, the student will work under the direction of a Mentor Teacher and a University Supervisor. By the end of the placement, the student will have undertaken teaching, and all other activities related to a special education teacher’s work in addition to completing a series of assignments. Students will attend mandatory orientation on campus and participate in weekly seminar sessions at a time and location to be announced. Special education Prek-12 stand-alone majors will work with their University Supervisor to coordinate completion of assignments and seminar.

Requirements

You are required to maintain the utmost confidentiality at all times. It is anticipated that your first few days/first week will be a gradual introduction into classroom routines and activities - the pace at which you become actively involved will depend on your ability to adapt to the new demands i.e., some placements may require that you observe for a few days to familiarize with the routines and/or student needs whereas others may require that you begin engaging immediately. Consult with your Mentor Teacher and supervisor for guidance. 
 
The guiding principle within each placement is that instruction should be designed, materials created, documents (e.g., IEPs) drafted, and activities planned such that they meet the needs of the students in your assigned classroom. If performance data suggest that learning has occurred as a result of a lesson, it is likely you have done a good job in planning. If not, revisions are needed – this is an example of effective, data-based, reflective teaching.

All written requirements are to be submitted in a timely fashion, as designated by the University Supervisor. The following assignments, as described below, will be submitted for grading via Anthology:

  • Six lesson plans [submitted as part of the Danielson/PDE430 and SPM]
  • IEP, RR, NOREP and SPM

Therefore, all student teachers are required to have an Anthology account for submission of all assignments.

  1. Observations
    The first visit (TRIAD meeting usually occurs within the first two weeks of semester) – this is usually an informal meeting during which the WCU supervisor, Teacher Candidate and Mentor Teacher hold a brief meeting to review expectations and discuss the key assignments so that everyone understands their roles and responsibilities during the 7.5-week placements. This initial meeting will also present an opportunity for the University Supervisor to answer any questions the Teacher Candidate/Student Teacher or Mentor Teacher may have. All Student Teachers will be observed formally a minimum of three times, per 7.5-week session, by the University Supervisor. Another TRIAD meeting will take place at the end of the placement during which the triad will discuss the experience and to gather additional information/evidence for the Danielson/PDE430 rubric. It is important to note that all visits [formal or informal] will contribute to the University Supervisor’s perceptions of the Student Teacher’s abilities as a professional special educator. It is important to note that the Mentor Teacher or the University Supervisor may determine the need for additional formal observations (if needed).
     
  2. Lesson Plans
    Written lesson plans are required for all lessons taught. Each lesson plan must include clearly defined learning outcomes/instructional objectives, selection of differentiated activities for direct instruction, guided and independent practice, list of materials and plan for student evaluation that is appropriate in assessing the skills being taught. Lessons may vary anywhere from fifteen to forty-five minutes or more in presentation depending on the type of placement, diverse student needs, topic and/or group size. The content may range from daily lessons (math, reading etc.) to special lessons (art, projects, holidays, etc.). If you are student teaching in a Life Skills Support, Multiple Disabilities Support, or Autism Support placement, your lesson plans may be in the form of instructional plans using systematic instruction (such as System of Least Prompts), task analysis, and functional content. The format and style of your daily lesson plans will be dictated by the needs of your students and the nature of the instructional methods you are using. It is important to note that each of the 6 lesson plans submitted for grading is formatted following the WCU lesson plan template and graded using the lesson plan rubric.

    Students are required to submit lesson plans to Mentor Teacher and supervisor for review and feedback at least 2 days prior to the actual teaching - refer to University Supervisor and Mentor Teacher for additional guidance. Of the lesson plans prepared over the course of your/each 7.5 weeks special education placement, a total of six lesson plans will be submitted to University Supervisor for the purpose of grading.
    * 1 lesson plan, that is not part of the SPM will be submitted to Anthology in the Lesson Plan folder
    * 3 lesson plans or the equivalent of 5 hours of instruction (minimum) will be submitted as part of the SPM Assignment in Anthology in the SPM folder
    * The remaining lesson plans will be submitted as your University Supervisor indicates
     
  3. RR, IEP and NOREP
    Select a student who needs a new or revised IEP - your Mentor Teacher should guide you in selecting a student. You may need to obtain parental permission to work with this student. It’s important that you:
    • Read all available background information concerning the student, observe the student in different settings and interview the student and the teachers that work with the student.
    • Complete formal assessments.
      • Write a Reevaluation Report, IEP and NOREP - demonstrate your ability to write professionally and objectively. Utilize all informal and formal information obtained to create the Reevaluation Report (RR) – it is important that you change all identifying information such as the student name, school and district names to ensure confidentiality. Remember that the IEP indicates yearly academic outcomes, social and behavioral expectations, and transition goals (if applicable). The IEP should be a living, working document – follow state and federal guidelines for completion. Also, use the official RR, IEP and NOREP templates available on D2L. Stand Alone/Post Baccalaureate students will complete one set of these assignments during each half of their special education student teaching experiences. One set, determined by your supervisor, will be submitted to Anthology in each of the designated folders. The other set will be submitted per instructions from your University Supervisor.  
    • Ideally, you should use the same student for all key assignments (RR, IEP, NOREP) including the SPM (mini-unit)
       
  4. Reflective Journal Prompts - Danielson Domain 4
    It is the responsibility of the Teacher Candidate/Student Teacher to provide evidence of meeting the expectations of Domain Four and components (4a, 4b, 4c, 4d, 4e, and 4f) before the completion of your special education student teaching placement. Stand Alone/Post Baccalaureate will complete this at the end of each half. This evidence is submitted to Anthology in the Domain 4 folder. Evidence will be in the form of a written reflection as you review the expectations listed below and outlined in the Danielson Framework. It is encouraged that you upload artifacts (if applicable) to support your reflective narrative. University Supervisors will rate each item below using the criteria outlined in the Danielson Framework Domain 4 only.
    1. Reflecting on Teaching
      Teachers reflect on their practice through a self-analysis, examine student informal and formal outcome data, and conversations with others (parents, students, colleagues). To complete this task, you should consider your experience during student teaching on having a positive impact on student learning, developing a positive relationship with colleagues, parents, etc.

      Use the following prompts as a guide as you write your narrative:
      • What were some challenges in developing positive relationships with students, families, and colleagues? How did you overcome those challenges? What will you do differently to improve in this area?
      • What would you do differently when planning learning experiences (lesson plans, interventions, etc.) to support student learning outcomes?
    2. Maintaining Accurate Records
      An essential responsibility of educators is keeping accurate records of both instructional (student records) and non-instructional events (lunch forms, permission slips, etc.). During student teaching, consider ways you were able to maintain records and write a reflective narrative (upload artifacts if appropriate) as evidence.

      Use the following prompts as a guide as you write your narrative:
      • Describe a process (steps) used to record students’ progress toward the learning target (SPM may be helpful to consider when responding to this prompt).
      • What process did you use to communicate to students about their progress (e.g., during any assessment administered or homework grades)? How did you maintain confidentiality?
      • Describe a process used to maintain accurate records of non-instructional activities.
    3. Communicating with Families
      Educators have the responsibility to provide opportunities for families to understand their child’s academic progress. Effective communication is one way to establish a positive relationship with families. 

      Use the following prompts as a guide as you write your narrative:
      • Describe some of the challenges or perceived challenges in working with families to support the growth and development of their child. What strategies would be essential to overcome those challenges?
      • What have you done to communicate to families about the progress of their child? What did you have to consider before communicating with families? What were some challenges?
      • What responsibility do you have to ensure you develop and maintain a positive professional relationship with families?
    4. Participating in the Professional Community
      It is critical that teachers work collaboratively to plan, share, and address issues to not only improve teaching and learning but to develop your ability to be an active participate within the professional community. In this section, you should consider in what ways you have developed your ability to participate as part of the professional community. This may include working with your Mentor (Mentor) teacher or University Supervisor to plan lessons; problem solve issues or concerns, etc. Eventually, this should include participating in activities beyond your classroom such as volunteering on committees or other organizations/school events.

      Use the following prompts as a guide as you write your narrative:
      • What evidence supports your ability to participate in activities beyond your classroom? Describe those experiences and how it relates to your ability to participate as part of the professional community.
      • Describe your role in your school as a professional learning community.
      • What opportunities do you have to share classroom research and successes with your colleagues?
      • If you were a permanent part of the school, how would you be able to contribute to the mission and vision? In essence, how do you see yourself contributing to the school (outside of your teaching responsibilities)?
    5. Growing and Developing Professionally
      Lifelong learning is essential to remain current to new and innovative approaches to improve your practice. This may include attending or presenting at conferences, networking with colleagues (joint planning sessions, study groups), participating in professional organizations, or reading articles or books that will support your effectiveness in a classroom.

      Use the following prompts as a guide as you write your narrative:
      • After reflecting on your student teaching experience, what are your strengths and areas in need of further development?
      • What will you do to address those areas of concern? This may include identifying resources (books,articles) you plan to read with an explanation of why you selected those resources.
      • What professional organizations are you an active member and how has your participation supported your development?
      • What do you believe to be the characteristics of an exemplary teacher?
    6. Showing Professionalism
      Educators demonstrate professionalism in service and to the profession. Professionalism can be displayed in your interactions with students, colleagues and others. Specifically, your ability to be honest, respectful, and trustworthy. Maintaining professionalism is critical in difficult situations that may include interaction with others or conflicting policies, beliefs, and values.
       
      Use the following prompts as a guide as you write your narrative:
      • What are your personal goals to maintain your professionalism?
      • What examples of professionalism did you observe in your student teaching experience and what did you learn from that experience?

  5. Student Performance Measure [SPM]
    The SPM is an intensive learning plan that includes a variety of informal and formal assessments to support target learning objective(s). The goal is to understand the process and having a systematic approach to learning goals and objectives. Although one of the major goals of a SPM is to document student learning over a period of time, you will be evaluated on the process as outlined in the SPM Rubric. Also, you will be evaluated on your ability to develop and implement an evidenced-based plan of instruction that should, if implemented with fidelity, impact student learning. The following is the minimum expectation for completing the SPM during the modified time frame of your special education student teaching placement – this proposed timeline will enable you to complete the various components of the SPM:
    • Candidates completing the SPM assignment in a special education classroom will work with 1student (minimally) – this must be approved by the University Supervisor and Mentor Teacher(MT). Ideally, this is the same student that you completed your RR, NoREP, & IEP on.
    • Complete and submit the SPM template (Appendix B: SPM Template) – Upload to Anthology.
    • Develop and implement an instructional plan that consists of 3-5 consecutive lessons [minimum 5 hours of instruction] to address using the SPM – Upload with the SPM to Anthology.
    • SPM Rubric - Appendix A: Student Learning Objectives (SPM) Process Rubric
    • Lesson Plan Template - Appendix C: Lesson Plan Template

    Choose a specific area from the IEP for remediation. Using the SPM template, you will complete all sections beginning with the 
    Classroom Context and Goal: Analysis of Student Performance

    Identification of PA Grade Level Standards

    • In this section, you will revisit information from the re-evaluation report and the IEP, identifying the student’s area of need that aligns to the area of remediation. Review the grade-aligned/essential element standards in that specific content domain. Make a connection between the IEP goal and the standard. From the IEP and your knowledge of the student, you will include the strengths and pre-requisite skills that the student possesses that align with this standard. You may include information from the assessments completed in the Re-evaluation Report (RR), which may include current classroom-based assessments and/or teaching reporting.

    ISTE Standard

    • In this section, you will identify an International Society for Technology in Education (ISTE) standard that supports the students in acquiring the previously designated skill. These will also be included in your lesson plan(s). 

    Student Challenge/Need

    • In this section, you will provide the specific IEP goal(s) and objective(s) (if applicable) that will be remediated in the SPM. This will include direct alignment of assessment information from the RR, that indicates the student’s need for the IEP goal/objective and instruction. Develop a pre-assessment and a post assessment to measure the student’s current abilities of the goal/objective. Narratively discuss how this assessment measures the need and will measure the progress. Include blank and completed assessments.
    • You may develop and administer curriculum-based assessment(s[CBA]). Pre-assessments should incorporate varied measures that assess the students’ existing knowledge base/skill levels focusing specifically on the skill (identified in the IEP) that needs to be remediated. Remember CBA is frequent brief measurements administered before, during and after instructional its implementation (refer to supervisor for additional clarification).

    Plan of Action:

    Proposed Response

    • Based on the standard(s) previously identified, provide an outline of the cohesively planned instruction (unit) to meet the needs of the target population. Your response will include an instructional plan that identifies appropriate objective(s) and a description of strategies/procedures/activities that align with the standard and the student instructional need.
    • Additional knowledge base (as needed): describe the additional expertise, resources, and/or other supports needed by the instructor to provide the accommodation, modifications, and explicit instruction required for the student to receive the time sensitive instruction.

    Instructional Outline

    • For each lesson, listed previously, specifically identify the planned action with the projected timeline. Align the strategies from your proposed response to the individual lesson plans within the unit. The proposed lessons will establish a coherent learning experience for the student(s).
    • Develop lesson plans incorporating instructional activities that are adapted to address individual student needs. All adapted activities should be professionally developed - at least one instructional plan or activity within your plan must incorporate meaningful use of technology. Include motivational strategies if necessary and appropriate. Do not copy directly from a workbook/textbook – activities should be hands-on. Minimum 3 lesson plans equivalent to 5 hours of instruction
    • Attach of the lesson plans to this document. Include samples of materials used. You must provide samples of materials used.

    Instructional Window Dates

    • The beginning and proposed end date of instruction.

    Performance Evidence:

    Student Performance Evidence

    • Provide examples of methods to indicate student learning. List the tools or artifacts the instructor will use within each lesson to determine if the student(s) is making progress toward unfinished learning. For example, a.) portfolio of work samples, b.) student projects with rubrics included, c.) quizzes/tests/exams, or d.) specific data collection procedures.
    • Provide completed pre and post assessments and describe the learning the occurred in detail.

    Evaluation of Teacher Candidate Effectiveness

    • The Teacher Candidate, in collaboration with the mentor, will develop a self-reflective rubric based on the Teacher Candidate’s instructional ability to meet the goal used to measure student progress. The rubric is created after the Teacher Candidate completes the Instructional Plan Outline in Stage 2. In this rubric, the Teacher Candidate and Mentor will describe the specific criteria for each category (i.e., distinguished, proficient, needs improvement, failing) that will inform the Teacher Candidate rating.
    • Upon completion of the of the planned instruction, the Teacher Candidate and Mentor Teacher will collaboratively complete the self-reflective rubric. Attach a copy to the template. 

    Reflection:

    Educator Reflection

    • With your mentor, reflect on your success, any unanticipated barriers, any supports that could have been useful, and next steps to then identify the ratings achieved in the instructional unit.
    • Include a narrative descriptive summary.

    Teacher Candidate Reflection

    • After you have administered the summative measure, the Teacher Candidate will reflect and assess themselves on their ability to get their student(s) to meet the student progress based on the four categories. You will reflect on your ability to complete the process including your strengths and areas of growth. When writing this section, you should consider how you would change your instruction and lesson delivery, to meet the learning goals and objectives. The following are some points that can be used as a guide.
      • What did you learn about the process of completing the SPM?
      • What did you learn about developing cohesive instruction that specifically aligns to student need?
      • What did you learn about students and their learning process?
      • Based on the data gathered and self-rating, what do you believe were challenges you faced and/or changes you would have made in the delivery of instruction that would support the learning goal and objectives?
      • What was the rationale for selecting the learning activities?
      • What assumption did you make about students that may have influenced your ability to impact student learning?