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Directed Teaching, EDSP 8580, p.
EDSP 8580
Directed Teaching (Student Teaching) in Special Education
6 Credit Hours
Spring 2016
Class Meetings/Days/Times/Locations:
Times: Spring semester only, Monday-Friday times are determined at assigned individual schools based on regular faculty hours
Locations: Assigned public schools, TBA
Seminars: Outside of the school classroom required as assigned
Instructors/Supervisors:
· Jennie Farmer, PhD, 225 Holtzendorff Hall, , Office: 864-656-2030
· Janie Hodge, PhD, 226 Holtzendorff Hall, , Office: 864-656-1613
· Michael W. Riley, PhD, 228 Holtzendorff Hall, , Office: 864-656-5797 Cell: 813-205-3807
· Beverly Romansky, Clinical Faculty, 212 Holtzendorff Hall, , Cell: 864-356-8256
· Pamela M. Stecker, PhD, 213 Holtzendorff Hall, , Office: 864-656-5110, Cell: 864-506-1079
Course Description
This comprehensive, field-based course provides candidates with a full-time, semester-long preservice special education teaching experience in a public school with direct supervision from a University supervisor and classroom mentor teacher. This field experience focuses on service delivery for students with learning disabilities. Offered spring semester only.
Course Prerequisites
EDSP 8200, 8220, 8550, 8560 with grade of C or better
Corequisite
Concurrent enrollment in EDSP 8230
Objectives
Student teachers will employ content knowledge, pedagogical content knowledge and skills and professional dispositions in classroom setting under the mentorship and direction of a university supervisor and classroom cooperating teacher.
School of Education Mission
The Eugene T. Moore School of Education is a transformative leader in systemically improving education, beginning at birth. Our mission is to engage our students in high quality applied research, professional learning, and immersive experiences. We prepare culturally competent scholar practitioners who promote the growth, education, and development of all individuals, with emphasis on underperforming schools and underserved communities across the state and nation.
School of Education Commitment to Diversity
The Eugene T. Moore School of Education is committed to providing all candidates with purposeful, challenging, and diverse experiences. It is through a range of diverse, carefully constructed, and challenging classroom-based instruction and field-based experiences that candidates will recognize the inherent dignity and value of all individuals, promote equity in education, and advocate on behalf of children, families, and communities.
http://www.clemson.edu/hehd/departments/education/diversity-plan/index.html
Title IX
Clemson University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, pregnancy, national origin, age disability, veteran’s status, genetic information or protected activity (e,g., opposition to prohibited discrimination or participation in any complaint process, etc.) in employment, educational programs and activities, admissions, and financial aid. This includes a prohibition against sexual harassment and sexual violence as mandated by Title IX of the Education Amendments of 1972.
Academic Integrity Policy
“As members of the Clemson University community, we have inherited Thomas Green Clemson’s vision of this institution as a ‘high seminary of learning.’ Fundamental to this vision is a mutual commitment to truthfulness, honor, and responsibility, without which we cannot earn the trust and respect of others. Furthermore, we recognize that academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall not tolerate lying, cheating, or stealing in any form.” Please refer to the “Academic Integrity Policy”:
http://www.clemson.edu/academics/academic-integrity/index.html
Accommodations for Students with Disabilities
It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Student Disability Services coordinates the provision of reasonable accommodations for students with physical, emotional, or learning disabilities. Accommodations are individualized, flexible, and confidential based on the natures of the disability and the academic environment in compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. Students are encouraged to consult with the Disability Services staff early in the semester, preferably prior to the first day of class.
Current documentation of a specific disability from a licensed professional is needed. Additional information or appointments are available from Student Disability Services, G-23 Redfern Health Center, 656-6848. Details on policies and procedures are available at www.clemson.edu/ads
If you have a documented disability that requires accommodations, you must notify the professor in writing during the first week of classes. “It is University policy to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities. Students are encouraged to contact Student Disability Services to discuss their individual needs for accommodation.”
Required Text/Materials:
· Roles and Responsibilities Handbook
· Student teaching assignments, forms, and resource documents on SoE web site: http://www.clemson.edu/hehd/departments/education/field/teachered/special-education.html
· LiveText Account
The Eugene T. Moore School of Education is required to collect candidate performance data throughout the program for CAEP and other state and national professional association national recognition. LiveText is a web-based assessment data management tool used to collect this performance data. It will be necessary for all undergraduate education majors and MAT students to make a one-time purchase of an online LiveText account through the Clemson University bookstore. Register your LiveText with your Clemson ID number that begins with a capital letter C and is followed by numerals in the ID field, and use your official Clemson record first and last name.
Recommended Materials
We highly recommend candidates join the International Council for Exceptional Children http://www.cec.sped.org and the Division for Learning Disabilities http://www.teachingLD.org to be able to receive professional journals in special education and about instruction for students with academic difficulties.
Technology/Communication Skills Required
Able to use Blackboard, Smart Board or Promethean, email, word processing software, various instructional technology programs, LiveText
Copyright Statement
Some of the materials in this course are copyrighted. They are intended for use only by students registered and enrolled in this particular course and only for instructional activities associated with and for the duration of the course. They may not be retained in another medium or disseminated further. They are provided in compliance with the provisions of the Teach Act. Students should refer to the Use of Copyrighted Materials and “Fair Use Guidelines” policy on the Clemson University website for additional information: http://www.lib.clemson.edu/copyright/.
Instructional Strategies Employed
The university supervisor and cooperating teacher will work together to assist the student teacher in planning, to observe the student teacher, and to provide feedback for growth and development throughout the semester.
Assessment Strategies Employed
Student Teachers will be evaluated by cooperating teacher and/or university supervisor for levels of proficiency in meeting South Carolina’s ADEPT teaching standards and EEDA standards, CAEP standards, CEC professional standards, and School of Education professional dispositions for teaching.
Course Assignments/Requirements
The following assignments are detailed on the School of Education website:
http://www.clemson.edu/hehd/departments/education/field/teachered/special-education.html
· 15-Week Instructional Plan
· Long-Range Plan and Fulfilling Professional Responsibilities (at least 2 different academic areas or 2 groups of students if only one subject area is taught across the entire year)
· Unit Plan
· Lesson Plans (each week)
· Video Lesson & Self-Assessment
· Midterm and Final Self-Assessment
· Portfolio and Oral Presentation
Praxis II tests must be taken and scores must be sent from ETS to Clemson and be on file to receive a grade for student teaching. When registering for PRAXIS tests, candidates must request that scores be sent to both Clemson University (code 5111) and to the South Carolina State Department of Education (code 8108). When registering, a candidate must enter his/her correct social security number and Clemson record first and last name. If an incorrect social security number is entered or omitted on the registration form, scores will not be sent to the South Carolina State Department of Education. If for some reason score reports are not sent to Clemson University by ETS, the candidate must contact ETS and request scores be sent to Clemson. Clemson University’s Office of Field Experiences will not process and sign off on licensure until the candidate has requested that ETS send scores to Clemson, scores have been received by Clemson, and scores have been uploaded into Clemson’s student database.
The following requirements are to be completed from url provided by Office of Field Experiences in late April to receive a grade for student teaching:
Teacher Education Program Exit Survey
Student Evaluation of the Cooperating Teacher & University Supervisor Survey
Assessment/Evaluation for Standards-Based Performance
Final Summary Evaluation—This consensus document focuses on observations of the candidate by the University supervisor and classroom mentor teacher across the semester and includes examination of instructional unit planning, implementation of instruction, progress monitoring, classroom management, and professionalism. It addresses both South Carolina Teaching Standards and the Standards for Beginning Special Education Professionals by the Council for Exceptional Children.
Unit Plan—This plan reflects integrated instruction across a 2-week period of time. Instruction must be sequenced logically and address the unique needs of all learners within the instructional group. This assignment addresses professional standards set forth by the Council for Exceptional Children.
In addition, candidates will submit a long-range plan (across the entire year for two groups of students), a self-reflection based on a videorecorded lesson, a unit plan for instruction in an academic or study skills area across 2 weeks, and candidates will comply with all other requirements for planning, instruction, and evaluation. Performance on some of these activities may be reflected as a part of the evaluation within the Final Summary Evaluation. Candidates must prepare an electronic portfolio to address proficiency on state standards. During the week of final exams, the candidate will present the portfolio orally to a faculty and/or mentor audience, describing his/her competence with respect to the four domains of the South Carolina Teaching Standards: Instruction, Designing and Planning Instruction, The Learning Environment, and Professionalism.
The description of all assignments, scoring guides, and rubrics for evaluation of professional standards are located in BlackBoard for the section in which you are enrolled with the University supervisor.
Late Assignments
Assignments are expected to be submitted on established due dates. An assignment is considered late if it is not submitted to the university supervisor by 11:30 pm on the due date. Late or incomplete submission of assignments will result in a deduction of 20% of the possible total points for that assignment. Assignment submissions later than one week after due date will result in a loss of all points for that assignment.
Grading Policy
The final grade is determined from total points received on the Final Summary Evaluation, the Portfolio and Portfolio Presentation, Long-Range Plan and Unit Plan Evaluation. Total points for the final grade are calculated on the bottom of the Final Grade Report. Any candidate who does not take the required Praxis II tests and have ETS send scores to Clemson will not be able to be recommended for certification and may be prevented from graduating.
A = 92-100%
B = 85-91%
C = 75-84%
Note: A grade of less than C will result in the candidate not being recommended for SC teacher certification.
A: The “A” Candidate is one who demonstrates capabilities for excellent teaching to such a degree that those who supervised his/her work are willing to predict his/her outstanding success in teaching the subject or grade in which he/she did his/her student teaching, and to recommend him/her without reservation to a prospective employer. This student will be recommended for certification.
B: The “B” Candidate is one who demonstrates capabilities for above average teaching to such a degree that those who supervised his/her work are willing to predict his/her above average success in teaching the subject or grade in which he/she did student teaching and to recommend him/her to a prospective employer. This student will be recommended for certification.
C: The “C” Candidate is one who demonstrates capabilities for average teaching to such a degree that those who supervised his/her work are willing to predict his/her average success in teaching the subject or grade in which he/she did student teaching and to recommend him/her to a prospective employer. This student will be recommended for certification.
OR
C: The “C” Candidate may be one who demonstrates some but not all of the capabilities for teaching. This candidate, after consultation with the Mentor Classroom Teacher, the University Supervisor, and the Coordinator of Field Experiences has elected to pursue a non-certification track. This student will not be recommended for certification. If this candidate decides to pursue certification at a future date ,he/she understands that further remediation and experience would be required for re-entrance into student teaching.
Attendance Policy
The final clinical experience for the candidate is full-time student teaching under the guidance of a cooperating teacher and a university supervisor in a public school for a minimum of 14 to 16 weeks (64 - 72 days). Candidates are to adhere to the calendar of the individual school and school district. Absences are not allowed. If a student must miss a day of placement, absences are reserved for illness or approved professional activities. Clemson Educator Career Fair attendance is highly encouraged and will be considered a professional activity. If a student must be absent due to emergency situations (sickness or death in the family), the student must notify (a) the mentor teacher, and (b) the university supervisor before the school day begins. If the student teacher is in full take-over on the day of an absence, lesson plans should already be at the school on the day of the absence. Any absence for which the student teacher does not notify the school and the University Supervisor by 7:45 AM is unexcused. Final grades will be lowered by 4 pts for each unexcused absence, except in extenuating circumstances, such as extended illness. Attendance will also be considered in the professionalism portion of the final evaluation summary. Please note that additional points may be deducted in this section for professionalism. Additionally, all absences will be made up the week of portfolio presentations and the week of graduation.
Discuss with your mentor teacher your district’s plan for inclement weather. If your school is out due to weather and you have an evaluation planned for that day, contact your university supervisor that morning. Also, if your school is being dismissed due to inclement weather and you have an evaluation planned, contact your university supervisor ASAP. If you are still in your student teaching placement and your school has make-up days for inclement weather, you will be required to make up those days.