Syllabus
CPSE 446R: Secondary Practicum
Brigham Young University
Department of Counseling Psychology and Special Education
Winter Semester 2006
Credit Hours:1
Location and Time:On Site
Instructor: Dr.Darlene Anderson
Office Hours: Monday 2:30-3:30 Wednesday 11-1 and by appointment
Contact Information:Office: 237 D MCKB, Phone: 422-7603, Cell: (801) 205-1286
TA: Alla Slinkova
Office Hours: Mondays, 3-4 pm in 180 MCKB
Required Text:None
Course Description:This course provides an opportunity for pre-service teachers to work with students with mild/moderate disabilities in secondary settings: emphases on transition and secondary academics, both junior high and high school.
Prerequisites:Successful completion of fall semester CPSE courses
Course Objectives:
Syllabus Elements: Mapping Core Course Outcomes to the Conceptual Framework Aims & INTASC Evaluation Standards
Core Course Outcomes / Conceptual Framework Aims / INTASC Evaluation Standards / AssessmentCF 1: Embrace and Apply the Moral Dimensions of Teaching
- Practicing nurturing pedagogy
- Providing access to knowledge
- Enculturating for democracy
- Ensuring responsible stewardship of the schools
CF3: Model Collaboration
CF4: Act with Social Competence / S1: Subject Matter
S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments
S6: Communication
S7: Planning Instruction
S8: Assessment
S9: Reflection and Professional Development
S10: Collaboration, Ethics, & Relationships
Knowledge-Based Objectives
Continuum of placement and services available for individuals with disabilities at the secondary level. / CF1, CF3, CF4 / S1: Subject Matter
S10: Collaboration, Ethics, & Relationships / Practicum Learning Log
Psychological and social-emotional characteristics of individuals with disabilities as adolescents and young adults. / CF1, CF4 / S3: Diverse Learners / Practicum Learning Log
Specialized materials and instructional approaches for individuals with disabilities at the secondary level. / CF1, CF2 / S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments / Practicum Learning Log
Advantages and limitations of instructional strategies and practices for teaching individuals with disabilities at this level. / CF1, CF3, CF4 / S2: Student Learning
S3: Diverse Learners
S4:Instructional Strategies
S5: Learning Environments / Practicum Learning Log
Strategies for integrating student initiated learning experiences into ongoing instruction. / CF1, CF3, CF4 / S2: Student Learning / Practicum Learning Log
Methods for guiding individuals in identifying and organizing critical vocational content. / CF1, CF4 / S2: Student Learning / Practicum Learning Log
Assessing for transition planning. / CF2 / S8: Assessment / Practicum Learning Log
Multicultural competence in transition planning processes / CF1, CF4 / S3: Diverse Learners / Demographics Survey on Livetext
Skill-Based Objectives
Use resources and techniques for transitioning individuals with disabilities into and out of school and post-school environments / CF1, CF2, CF4 / S1: Subject Matter
S2: Student Learning
S7: Planning Instruction / Practicum Learning Log
Demonstrate sensitivity for the culture, language, religion, gender, disability, socio-economic status, and sexual orientation of individuals / CF1, CF4 / S3: Diverse Learners / Practicum Learning Log
Create a safe, equitable positive and supportive learning environment in which diversities are valued / CF1, CF4 / S3: Diverse Learners / Teach lesson plan
Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences / CF1, CF4 / S3: Diverse Learners / Teach lesson plan
Use research-supported methods for academic instruction of secondary age individuals with disabilities / CF2 / S1: Subject Matter
S2: Student Learning
S7: Planning Instruction
Use research-supported methods for non-academic instruction of secondary age individuals with disabilities. / CF1, CF4 / S2: Student Learning
Use appropriate adaptations and technology for all individuals with disabilities. / CF1 / S2: Student Learning
Course Expectations:
1. Students will adhere to the BYU Honor Code.
- Students will attend all 12 practicum hours through the course of the semester. The mentor on-site teacher needs to be informed of your absence or reason for tardiness at least ½ hour BEFORE class for it to be considered excused. Each hour missed, EXCUSED OR UNEXCUSED, will result in ONE GRADE LEVEL DROP (eg. An A = an A-).
- Students will complete all assignments on time. All late assignments will be reduced by 10% per day it is late. Assignments are due at the beginning of class.
Course Content:
This course is designed to prepare special educators to understand the challenges of adolescence and to effectively assess, teach, and make adaptations for secondary level students with disabilities in transition.
Methodologies/Teaching Strategies:
Course format may include but not be limited to lecture, group discussion, panel discussion, small group work, service learning, and research participation.
Assignments:
1)Class participation: You must attend a total of 12hours at TWOapproved Secondary Practicum Sites (6 each site). One site will be in a junior high or a middle school while the other will be in a high school. (See contract sheet for acceptable sites). To fulfill a course requirement, you will have the experience of working with ethnically diverse and/or bilingual students at one of the two sites.
2)Placement site contract sheets: You will submit two contracts signed by you and your practicum supervisors, one for each of the sites you will work in this semester (see attached). These forms are to be submitted at the beginning of class on January 23, 2006.
3)Practicum Learning Log: You will answer 10 questions, one for each week of practicum experience (see attached). Each question should be at least one double-spaced, typed page of reflection. The first paragraph will describe what you did and with whom you worked including your personal reflections of the week’s experience. The second half of the learning log will answer the week’s question. This learning log is to be submitted at the beginning of each class beginningFebruary 6, 2006.
4)Professionalism: You will be evaluated in your practicum for your professionalism by your on-site mentor teachers at each site.
5)Demographic Survey: Log onto Livetext and complete a demographic survey on your diverse practicum site.
Placement site contract sheets and preliminary visits 20
Weekly practicum Learning Log/Reflections 100
Professionalism 70
Demographic Survey 10 200
Evaluation:
A95-100%
A-90-94%
B+87-89%
B84-86%
B-80-83%
C+77-79%
C74-76%
C-70-73%
D+67-69%
D63-66%
D-60-62%
Ebelow 60%
Preventing Sexual Harassment:
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act is intended to eliminate sex discrimination in education. Title IX covers discrimination in programs, admissions, activities, and student-to-student sexual harassment. BYU’s policy against sexual harassment extends not only to employees of the university but to students as well. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor; contact the Equal Employment Office at 422-5895 or 367-5689 (24-hours); or contact the Honor Code Office at 422-2847.
Students with Disabilities:
Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the Services for Students with Disabilities Office (422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the SSD Office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and
procedures. You should contact the Equal Employment Office at 422-5895, D-282 ASB.
Statement on Diversity:
The McKay School of Education and Brigham Young University are committed to preparing students to serve effectively in a diverse society. In this course students will learn methods and material that may be adapted to various settings and contexts. Students are expected to demonstrate the knowledge, skills, and dispositions to effectively apply the course content when working with individuals and groups with varying abilities and backgrounds.
Secondary Practicum Contract Sheet
CPSE 446R
Winter 2006
Dr. Anderson
(Due: 1/23/06 & 2/27/06)
Name: ______
Junior High Practicum Site: ______
Teacher: ______
Teacher Contact (e-mail or phone): ______
Day and Time Frame you will be in the classroom each week: ______
(e.g.: Fridays 9-11 am)
Signature of Student: ______Date: ______
Signature of Supervisor: ______Date: ______
High School Practicum Site: ______
Teacher: ______
Teacher Contact (e-mail or phone): ______
Day and Time Frame you will be in the classroom each week: ______
(e.g.: Fridays 9-11 am)
Signature of Student: ______Date: ______
Signature of Supervisor: ______Date: ______
Dates of first practicum: the week of 1/23/06 through the week of 2/27/06
Dates of second practicum: the week of 3/6/06 through the week of 4/17/06
(12 hours over 12 weeks. Approximately 1 hour per week, 6 hours at each site.) You will work out a time frame that works both with your schedule and the teacher’s classroom schedule. Any time you have missed must be made-up).
Comments/Questions/Concerns from the teacher or the student:
Secondary Practicum Learning Log/Reflection Questions
Directions: You will answer 10 questions, one for each week of practicum experience. Each question should be at least one double-spaced,typed page of reflection. The first paragraph will describe what you did and with whom you worked including your personal reflections of the experience (if possible). The second half will answer the week’s question. This learning log is to be submitted at the beginning of each class beginningFebruary 6, 2006with the last one being due on April 10, 2006.Entries should be numbered and numbers should correspond to the questions listed below.
1)Share your thoughts in visiting this site and what you hope to learn here. Give a brief background on the experience and training of your supervisor.
2)Describe the students served at your site(disability categories, SES, ethnic backgrounds, etc.) and tell how the students qualified for the program they are in.
3)Choose one student and discuss with him/her goals for the future. Discuss the identified goals in relation to the transition assessment.
4)What did you learn from giving the assessment? Consider: setting, duration, communication, results, and future goals.
5)Identify key study skills that you might consider teaching to secondary students. How would you determine which study skills to teach? What are some techniques you might use to get students to apply the skills in their general education classes?
6)Describe at least one instructional strategy that might be used to assist secondary students in their content area classes. Identify possible barriers to students’ use of this and similar strategies in inclusive environments. What would you recommend to help students with disabilities achieve success in content areas?
7)Discuss key factors relating to the successful transition of adolescents to postsecondary
settings. Which factors do you think are the most important in producing satisfactory long-term outcomes?
8)Explain something that has been a challenge for you personally with this experience. What did you do to make the situation better? Identify something that was particularly rewarding.
9) Examine your attitudes toward students who are diverse with respect to culture,
language, religion, gender, disability, socio-economic status and sexual orientation:
Self-evaluate your behavior as you relate to students of diversity by considering
your body language, eye contact, voice tone, proximity, positive versus negative
comments, and diverse students’ responses to your behavior.
10) Think of the students with whom you worked. What are your expectations for the
students’ futures?