Special Education Teacher Preparation Prek-8 (SETP Prek-8)

University of Pittsburgh

School of Education

Department of Instruction and Learning

Special Education Teacher Preparation PreK-8 (SETP PreK-8)

Combined Accelerated Studies in Education (CASE)

Student Teaching Handbook

Spring 2016

Program Coordinator:

Dr. Amy Srsic

412-648-1998

Program Summaries

Student Teaching Dates by Program

Coursework by Program

Note: This only shows the special education certification course requirements.

Some students may be taking courses for other program requirements at the same time.

15

Phase-In Process for Student Teaching

The professional development of student teachers occurs in stages, through a gradual assumption of more complex duties in the classroom. Please, keep in mind that student teachers are to be supervised by Mentor Teachers at all times.

Based on the structure and complexity of the special education services provided by the Mentor Teacher as well as the unique needs and abilities of the student teacher, the amount of time spent observing, assisting, and assuming full responsibility and the order of those activities may vary from school to school. As the student teacher develops confidence and skill, additional duties and instructional responsibilities should be assigned each week until he/she has full responsibility for the classroom. However, it is usually the discretion of the Mentor Teacher in consultation with the University Supervisor that determines the timing and types of activities undertaken by the student teacher. In order to provide a broader range of teaching experiences, it may be desirable and/or necessary for the student teacher to assume responsibility for planning and implementing instruction in other settings with other teachers.

Student teachers are expected to assume full responsibility for classroom instruction for a minimum of TWO OR FOUR WEEKS, depending on the program of study (see chart above for more information). The final week of student teaching may be used to gradually transition classroom responsibilities back to the Mentor Teacher, if necessary.

5

Student Teaching Experiences and Responsibilities

It is expected that the pre-service teacher will have a variety of opportunities to experience the multiple roles and responsibilities of the special educator. These experiences are intended to facilitate the development of teaching competencies that are in line with evidence-based practices and Pennsylvania Standards for Teacher Certification.

The roles and responsibilities of the special educator fall into distinct categories, each of which is listed below. Included under each category is a list of sample activities and experiences that will facilitate the development of the expected competencies.

Regularly Recurring Activities

1.  Assess and/or monitor student progress using information from formal and/or informal assessment and data collection tools to determine instructional strategies for use in the classroom and/or design learning goals that can be included in a student’s IEP

·  Conduct a variety of formal and informal assessments on individual students

·  Assess student learning by interpreting data collected from the administration of formal/informal assessment tools

·  Use this information to design appropriate goals and behavior objectives and instructional recommendations, accommodations, and modifications

·  Design measurement systems and collect baseline and student performance data, including curriculum-based measures

2.  Manage the classroom and instructional environment

·  Develop and/or implement individual behavior supports and intervention plans

·  Develop and/or implement class-wide supports and management systems

·  Arrange seating and utilize classroom space to facilitate instruction and learning

·  Manage classroom procedures and routines for academic and nonacademic purposes

·  Manage and maintain texts, media, and materials

·  Know and incorporate individual IEP goals, objectives, and specially designed instruction into classroom activities

3.  Design and deliver instruction

·  Develop effective lesson plans that reflect individual needs as identified in each student’s IEP

·  Develop effective weekly block plans and other longer-term unit plans

·  Pace and adjust instruction, incorporating wait time, feedback strategies, etc.

·  Monitor and provide written documentation of student progress

·  Conduct individual, small group, whole-class, and cooperative learning group lessons

·  Adjust and modify teaching strategies to meet the needs of individual learners

·  Adapt instructional strategies, materials, and performance evaluations

·  Use a variety of instructional media and technology

4.  Work collaboratively with general education teachers to deliver services to special education students who are included in general education classes

·  Use a variety of teaching techniques suitable to the needs of students, including flexible grouping and cooperative learning instruction

·  Demonstrate proficiency and efficiency in planning and facilitating learning in general/diverse classes

o  Adapt learning/instructional goals, materials, and tests and other types of evaluations

o  Supplement general class instruction

o  Maintain standard classroom routines and classroom management systems

o  Provide organization and structure

·  Co-plan and co-teach with general education teachers

5.  Provide individual and class-wide behavior support

·  Establish and maintain appropriate classroom behaviors

·  Identify students who may benefit from behavior support

·  Conduct a functional behavior assessment (FBA) using both informant and observation methods

·  Develop a Behavior Intervention Plan (BIP)

·  Implement individual Behavior Support Plans and class-wide behavior support systems with fidelity

·  Collect and analyze ongoing graphic data on targeted students’ performance/progress and modify the plan as needed

6.  Communicate with families, colleagues, and community agencies

·  Use appropriate grammatical structures in written and oral professional communications

·  Document all professional communication

·  Become familiar with existing home-school communication systems

·  Participate in communicating with parents

·  Provide parents with information relevant to student needs and performance

7.  Demonstrate professionalism

·  Reflect on teaching via discussion with Mentor Teacher and other school personnel

·  Maintain adequate and accurate instructional and noninstructional records

·  Adhere to timelines and deadlines imposed by classroom, school, district and university activities

·  Participate in school and/or district activities related to instruction and learning

·  Participate in school and/or district professional development activities

Intermittent Responsibilities

8.  Work as part of a team that identifies students in need of special education services

1. Participate in using a variety of testing/assessment strategies
2. Participate in the development of student evaluations
3. Participate in the referral and continuation process of students’ special education services
4. Participate in reading and writing evaluation reports (ERs), including Transition Plans for middle and high school students.
5. Participate in writing Individual Education Programs (IEP) goals from ER documents and/or current observation/assessment results
6. Participate in the dismissal process for who no longer require special education services
7. Participate in student conferences and IEP meetings
8. Observe and discuss student needs for related services (e.g., counseling, speech/language, occupational, and physical therapy, etc.) with other educational personnel

9.  Work as part of a team to design a course of action for a student who is having academic and/or behavior difficulties

·  Include and work with parents/guardians in formulating student plans

·  Conduct components of the evaluation process, write sections of an ER and IEP with appropriate instructional and positive behavior goals

·  Use appropriate grammatical structures in oral and written communication to administrators, teachers, parents/guardians, agency representatives, etc.

·  Limit the use of acronyms in written and oral communication , especially with parents and guardians

·  Write coherent and meaningful reports

·  Adequately maintain attendance logs, records of communication with parents/guardians, agency personnel and school administrators and other professional

·  Know how to conduct research, and collect/report data within the structure and routines of the classroom

Additional Responsibilities of the Student Teacher

In addition to the responsibilities outlined in the University of Pittsburgh Teacher Candidate Handbook (http://app.education.pitt.edu/teacherprep/index.aspx?d=Clinical+Handbook) as well as the preceding section of this document, the student teacher is expected to:

·  Furnish the University Supervisor with a complete schedule by the beginning of the second week of student teaching.

·  Complete and submit an IEP Matrix to the University Supervisor as well as the individual student teaching file (5300 Posvar Hall) by the end of the second week of student teaching.

·  At the beginning of each student teaching placement, student teachers will write full lesson plans for all lessons to be taught. These lesson plans must be approved by the Mentor Teacher prior to implementation. The timeframe for submission of lesson plans will be determined by the Mentor Teacher. When a student teacher earns an overall grade of I (independent) for Planning and Preparation on three of their Lesson Observation Forms (1 by University Supervisor and 2 from Mentor Teacher), they may submit an abbreviated lesson plan.

·  The student teacher should maintain copies of all lesson plans at the school site for review by the University Supervisor during visits.

·  Schedule the required number of formal observations with the Mentor Teacher(s) and University Supervisor(s). Note: See the chart titled “Program Summary” on page 2 of this document for the required number of observations by program.

·  Submit a formal written lesson plan to the University Supervisor prior to each formal observation. The timeframe and method of submission will be determined by the University Supervisor.

·  Submit copies of observation packets to the individual student teaching file (5300 Posvar Hall). An observation packet consists of a Lesson Observation Coversheet, the Daily Lesson Plan, and the completed Lesson Observation Form.

·  Prepare and maintain the PDE 430 in Taskstream containing required artifacts and reflections to in order to verify that certain criteria required by the Commonwealth of Pennsylvania for teacher certification have been met. Provide submissions according to the PDE 430 Timeline. PDE 430 submissions will be reviewed every other week by the University Supervisor.

·  Perform the same teaching and non-teaching duties as the Mentor Teacher(s). These include such activities as cafeteria and bus duty; attending faculty meetings, attending parent-teacher conferences; and participating in staff development programs.

·  Maintain the following logs: Use of Resources Log, Professional Development Log, and School/District Contribution Log.

Lesson Plans

Student teachers are expected to prepare written lesson plans for each lesson that is taught. The format of the lesson plan may depend upon the subject, grade level, and learner population being taught. Mentor Teachers and University Supervisors may also have special preferences for how lesson plans should be written. A complete lesson plan includes (a) behavioral objectives that contain an established condition, performance, and criteria; (b) objectives tied to PA Chapter 4 Academic Standards; (c) content coverage; (d) teaching models; (e) instructional materials; (f) organization and management; (g) adaptations for individual learners; and (h) evaluation criteria and procedures. Unless otherwise stated by the University Supervisor, for observed lessons, students should use the DAILY LESSON PLAN form provided by the program.