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Course Syllabus
Practicum in Secondary Special Education
I&L 2860
1 credit
Instructor: Sheila J. Conway, Ph.D.
Phone: 412-648-7212
Email:
Course Description:
This is a one-credit seminar designed to support MOSAIC students during their Fall Practicum experiences. MOSAIC students will be teaching in two classroom settings. For Special Education, students will spend half of the week with a Special Education mentor teacher and students with low incidence disabilities. For Content Area (Math, Social Studies, Foreign Language, Science or English Education), students will spend half of the week with a content area mentor teacher and students in Grade 7-12. In this course, MOSAIC students will learn the principles of Universal Design of Learning (UDL) to guide the design of instruction that is effective and inclusive for all students. UDL guidelines for practical implementation and lesson integration will be addressed. The course will also address using technology and available resources as tools to customize education to meet individual student needs.
MOSAIC Evidence-Based Practices:
One goal of the MOSAIC program is to increase your knowledge of various evidence-based practices (EBPs) to ensure that you are well prepared to be an effective teacher upon graduation. The EBPs listed below will be covered in this class. To learn more about each practice and to learn about additional resources for each, please see the MOSAIC Evidence-Based Practice manual (# corresponds with the manual).
EBPs covered in this course:
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· Universal Design for Learning (# 1)
· Content Enhancement Routine (#39)
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· Parent Participation/Involvement (#6) Scaffolding/Differentiated Instruction (#33)
Required Texts:
Hall,T.E., Meyer, A. & Rose, D.H. (2012). Universal Design for Learning in the Classroom: Practical Applications. New York, NY: Guilford Press.
Course Requirements:
Participation and Attendance - ongoing
This is a one-credit class. It will be run in seminar format with group discussions and sharing. It is expected that you will come to class prepared. Prior to class complete the assigned reading. In class professional dialogue and positive communication will be expected. The instructor will track attendance and quality of participation.
Introduction to Families – September
Write a letter or handout for parents introducing yourself and your role in their children’s classroom. Ask mentor teacher for permission and feedback prior to sending home.
PDE Documentation ongoing
· Stage 1&2 Early Field Competencies
· Stage 3 Early Field Competencies
· IEP Matrix for students with IEPs
· Use of Resources Log
· Weekly Activities Log
· Sample Lessons
Course Unit Plan -– in class
· Using the Content Enhancement Routine model from Kansas University create a unit organizer to develop understanding of the instruction in your field placement. The Unit organizer must…
o Relate unit content to previous and future units and to bigger course ideas.
o Understand the main idea of the content through the use of a meaningful paraphrase of the "big idea" of the unit.
o Clarify the structure of the unit's content.
o Focus attention on important relationships in the content of the unit.
· Present your unit organizer to classmate and instructors in seminar.
· Describe what elements of UDL and other accommodations you would implement for students with IEPs
Technology Presentation: You will conduct a brief oral presentation of an instructional technology tool you are using in one of your school experiences.
Low Incidence School Experience – September 8 - December 12
Based on input from University Supervisor and Mentor Teacher. Grade will be a result of professionalism, planning and instruction, reflection and classroom management. Details are provided in field documents. A grade of S is required to continue onto to Special Education Student Teaching during the next semester.
Date / Topic / MOSAIC - EBP / Reading Due / Assignments Due8/27 / Orientation to Practicum
9/10 / Universal Design for Learning / #1, #33 / Read UDL ch 1,2 & specialized chapter(s) / Introductory letter to parents
9/24 / IEP reviews / #6 / IEP Matrix – upload to TASK STREAM
10/8 / Learning Strategy & Study Skills / #33
10/22 / Technology Presentations / Be Prepared for Presentation
Early Field Competencies Stage I – uploaded to TASKSTREAM
11/5 / Content Enhancement Routines / #39 / Boudah, D.J., Lenz, B.K., Bulgren, J.A., Schumaker, J.B., & Deshler, D.D. (2000). Don't water down? Content learning through the unit organizer routine.Teaching Exceptional Children, 32(3), 48-56.
11/19 / Feedback for Instructional Growth / Schedule meeting with Sheila – bring copy of observation and evaluation fomrs
12/10 / Special Education PECT review session / Take Practice test prior to class
Grading Criteria:
This course is a 1-credit course with a Satisfactory (S), and Unsatisfactory (U) grading scale.
● A paper copy of all assignments must be submitted at the start of class on the due date. Late assignments will be accepted up to 48 hours after the original due date at a 20% grade reduction. No assignments will be accepted after this time. Special circumstances will be considered if discussed with me PRIOR to beginning of the class in which the assignment is due.
● For all assignments, work must be typed, 12-point font, 1.5 spaced, 1” margins. Double-sided is okay, not required. Your name(s), course number and name, and assignment name should be included on a separate sheet that is stapled facing backward to the back of the assignment. Do not include identifying information in any other place in the assignment. An example will be shown in class.
● Also, do not turn in information that identifies any individual students. Choose a pseudonym on all assignments.
● I work hard to ensure that my grading system is fair and accurate. If you would like to challenge any grade you receive, please submit your request in writing to me no later than 2 weeks from receiving the graded item. This request should include the graded item; an explanation of why you feel the grade received is inaccurate or unfair, and an explanation of the grade you feel you should have received. I will consider these requests and make changes in situations where I either made a mathematical error or where I feel I unfairly penalized one or more students. In some situations, I may ask for you to resubmit a graded item if I believe many students may have been impacted – so, please KEEP all graded items until the end of the semester.
● Final course grades will be based on both course requirements and field experience requirements.
Departmental Grievance Policy:
● DIL Student Grievance Procedures
○ The purpose of grievance procedures is to ensure the rights and responsibilities of faculty and students in their relationships with each other. The rights and responsibilities of faculty and students are described in the University’s Academic Integrity Guidelines at: http://www.bc.pitt.edu/policies/policy/02/02-03-02.html
○ When a student in DIL believes that a faculty member has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity Guidelines, the student should follow the procedure described in the Guidelines (p. 16) by (1) first trying to resolve the matter with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the chair/associate chair of the department; (2) if needed, next talking to the associate dean of the school; and (4) if needed, filing a written statement of charges with the school-level academic integrity officer.
○ The more specific procedure for student grievances within DIL is as follows:
1. The student should talk to the faculty member to attempt to resolve the matter.
2. If the matter cannot be resolved at that level, the student should talk to the relevant program coordinator (if the issue concerns a class) or his or her advisor.
3. If the matter remains unresolved, the student should talk to the associate chair of DIL (currently Dr. Patricia Crawford).
4. If needed, the student should next talk to the SOE associate dean of students (currently Dr. Jere Gallagher). If the matter still remains unresolved, the student should file a written statement of charges with the dean’s designated Academic Integrity Administrative Officer (currently Dr. Jere Gallagher).
Disability Policy:
If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services (DRS), 216 William Pitt Union, 412-648-7890 (412-282-7355 for TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course
Professional Expectations:
As a future teacher, you are expected to demonstrate professional behavior in all interactions with faculty, supervisors, cooperating teachers, peers, students and parents. The faculty encourages you to approach your graduate program as a time to learn and practice using these professional behaviors. In this course, the expected professional behaviors are outlined below. Points may be deducted from your final grade due to unprofessional behavior.
● Academic Integrity
○ Academic integrity is essential to the success of all students in higher education. Please refer to the University’s code of student obligations: http://www.provost.pitt.edu/info/aistudcode1.html. As a faculty, we take this issue very seriously and will tolerate no violations. Please notify your course instructor if you have questions related to this issue.
● Confidentiality
○ You are responsible to maintain the confidentiality of all the students you work with in field placements related to your coursework at the University of Pittsburgh. When writing or doing assignments for courses or speaking about your field experience and the students you work with use pseudonyms (not initials) for students’, teachers’ and schools’ names. In public, it is your responsibility to keep written assignments and any other materials bearing the names of students, teachers or staff secure from the view of others.
● Attendance
○ You are expected you to attend all sessions and attendance will be taken at the start of each session. If you are unable to attend class due to illness or other significant personal circumstances, email your instructor prior to the start of class. You are responsible for all content covered in missed sessions. Please contact a classmate for notes and announcements.
○ Excessive absences will result in a grade reduction.
● Participation
○ You are expected to actively participate in course discussions. This helps you better learn the material and it helps your instructor gain better insight into your learning. You are expected to complete all required readings according to the timeline delineated in the course syllabus so that you will be able to better participate in class discussions and activities. If you do not understand something, please ask!
● Technology
○ You are not permitted to use cell phones, texting or computers for personal email/web browsing during class. If you have a special situation that needs to be considered, please let your instructor know within the first week of the course.
● Communication
○ Please communicate openly with your instructor regarding your understanding of course material, assignments, and course format. You may schedule a meeting with your instructor. Communicate with your instructor about special circumstances as soon as possible and always prior to the related class session and/or assignment due date.
● Courtesy
○ You are expected to arrive to class on time, and inform your instructor if you must leave early. Additionally, courteous behavior includes staying on-task during the class, respecting the opinions of others, and coming to class prepared.
○ Additionally, you are expected to use professional language in class and in written communication. Papers and emails that are written in an unprofessional manner (i.e., grammatically incorrect, typos, misspellings, overly informal) are considered unacceptable.
Pennsylvania Department of Education (PDE) Competencies This table outlines the competencies that are addressed in this course and indicates how each one will be assessed.
1 / IV.A / Act as positive role models, coaches, and mentors for all. / Orientation / Mentor Teacher Communication Forms
2 / IV.B / Communicate deep content knowledge in the subjects taught. / Content Enhancement Routines / Unit Plan
3 / IV.E. / Utilize research and data-based decision making. / Universal Design for Learning, Website Reviews / Class Discussion
4 / IV.G. / Develop effective teaching practices and focus on continual improvement within the teacher-preparation apprenticeship model. / UDL/Instructional Technology/Content Enhancement Routines / Unit Plan