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ESSI101/ESSI405IntroductiontoExceptionalLearners
FieldExperienceHANDBOOK
Weprepareteacherleadersforachangingworld.
August2017
1 ESSI101/ESSI405FieldExperience
ESSI101/ESSI405:IntroductiontoExceptionalLearnersFieldExperienceHandbook
TableofContents
INTRODUCTION....................................................................................................................................2COURSEGOALS....................................................................................................................................2INTASCPRINCIPLESANDCOURSEALIGNMENT.....................................................................................3REQUIREMENTSOFTHECOURSE..........................................................................................................7GRADING..............................................................................................................................................8PLACEMENT.........................................................................................................................................8RESPONSIBILITIESOFTHEESSI101/ESSI405INSTRUCTOR....................................................................8RESPONSIBILITIESOFTHECOOPERATING/MENTORTEACHER..............................................................9RESPONSIBILITIESOFTHETEACHERCANDIDATE...................................................................................9ASSIGNMENTOVERVIEW...................................................................................................................10ASSIGNMENTCHECKLIST....................................................................................................................12TIMELOGSHEET.................................................................................................................................13TARGETEDACTIVITIESFORCLASSROOM&MENTORINTERACTIONS..................................................14ACTIVITY1:ENVIRONMENTALCHARACTERISTICSASSIGNMENT.........................................................15ACTIVITY2:BEHAVIORALCHARACTERISTICSASSIGNMENT.................................................................17ACTIVITY3:ECOLOGICALASSESSMENTS.............................................................................................18ACTIVITY4:AUTISMPERSPECTIVES....................................................................................................19ACTIVITY5:DISCUSSION/INTERVIEW&OBSERVATIONSUMMARIES..................................................21COOPERATINGTEACHERFEEDBACK....................................................................................................24SELF-ASSESSMENTOFDISPOSITIONALPROFESSIONALQUALITIESINTHETEACHEREDUCATIONPROGRAMCANDIDATE.......................................................................................................................25STUDENTEVALUATIONOFFIELDEXPERIENCE....................................................................................27
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IntroductionTheintentofthisspecialeducationclinicalexperienceistodeveloppre-serviceteacher’sfirst-handknowledgeofthecharacteristicsoflearnerswithmildtomoderatedisabilitiesandtomakeintentionalconnectionsbetweentheoryandpracticeinnon-categoricalschoolsystemsthatrelyoncharacteristicsofthelearnertomakeinstructionaldecisions.
CourseGoalsThiscourseincludesaminimumof10hoursofclinicalexperiencepromotingtheintegrationofcoursecontentandtheorywithfieldexperience.Participantswillunderstandtheimportanceofrecognizingbothcategoricalandobservablecharacteristicsoflearnerswithexceptionalitiesandwillmakeconnectionsbetweenthesecharacteristicsanddecisionsmadeaboutinstructionandinteractions.AttheendoftheexperiencetheteachercandidatewilldemonstrateknowledgeandskillsrelatedtotheCECInitialContentStandards1,2,and3:Know:
• Issuesindefinitionandidentificationofindividualswithexceptionallearningneeds,includingthosefromculturallyandlinguisticallydiversebackgrounds
• Continuumofplacementandservicesavailableforindividualswithexceptionallearningneeds
• Educationalimplicationsofcharacteristicsofvariousexceptionalities• Similaritiesanddifferencesofindividualswithandwithoutexceptionallearningneeds• Psychologicalandsocial-emotionalcharacteristicsofindividualswithexceptional
learningneeds• Commonetiologiesandtheimpactofsensoryexceptionallearningneedsonlearning
andexperienceBeableto:
• Relatelevelsofsupporttotheneedsoftheindividual• Identifyrealisticexpectationsforpersonalandsocialbehaviorinvarioussettings• Identifysupportsneededforintegrationintovariousprogramplacements• Useperformancedataandinformationfromallstakeholderstomakeorsuggest
modificationsinlearningenvironments• Identifyandprioritizeareasofthegeneralcurriculumandaccommodationsfor
individualswithexceptionallearningneeds• Developandimplementcomprehensive,longitudinalindividualizedprogramsin
collaborationwithteammembers• Sequence,implement,andevaluateindividualizedlearningobjectives
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Understand:• Labelsprovidefoundationalortheoreticalbackgroundregardingexceptionallearners,butdonotpresentathoroughcaseofwhothelearnerisandhowheorsheachievesacademicallyandsocially.
• Characteristicsofthelearnerincludestrengths,preferences,interests,andneedsandthesecharacteristicsserveasthefoundationofservicesandinstructionindividualizedtothelearnerwithadisability.
• Teachersareresponsibleformaximizingtheachievementofallstudents.• Studentslearnatdifferentratesandindifferentways.• Flexiblelearningenvironmentsthatincludesexploration,discovery,andexpressionacrosscontentareasenhancesstudentlearning
• Effectiveinstructionisthoughtful,purposeful,andintentional.
InTASCPrinciplesandCourseAlignment
BuenaVistaUniversity’sTeacherEducationProgramisbasedontheInterstateNewTeacherAssessmentandSupportConsortium(InTASC)Principles,andthepractitionercandidatedevelopingasareflectivepractitioner.SpecialeducationcoursesarefurthergroundedintheCouncilforExceptionalChildren(CEC)professionalstandards.Thedevelopmentofthestudentteacherisbasedonthesefoundationalareas.TheseriesofprinciplesdevelopedbyInTASCandCECserveasaresourcefordialogueandestablishingexpectationsforbeginningteachers.TheESSIFieldExperienceassignmentisparticulartoInTASCPrinciples1,2,4,7,9and10.ItisalignedtoCECstandards1,2,and3.
Thestandardshavebeengroupedintofourgeneralcategoriestohelpusersorganizetheirthinkingaboutthestandards.LearnerDevelopmentInTASCStandard#1:LearnerDevelopment.Theteacherunderstandshowlearnersgrowanddevelop,recognizingthatpatternsoflearninganddevelopmentvaryindividuallywithinandacrossthecognitive,linguistic,social,emotional,andphysicalareas,anddesignsandimplementsdevelopmentallyappropriateandchallenginglearningexperiences.InTASCStandard#2:LearningDifferences.Theteacherusesunderstandingofindividualdifferencesanddiverseculturesandcommunitiestoensureinclusivelearningenvironmentsthatenableeachlearnertomeethighstandards.InTASCStandard#3:LearningEnvironments.Theteacherworkswithotherstocreateenvironmentsthatsupportindividualandcollaborativelearning,andthatencouragepositivesocialinteraction,activeengagementinlearning,andself-motivation.CECStandard#2:DevelopmentandCharacteristicsofLearners.Specialeducatorsknowanddemonstraterespectfortheirstudentsfirstasuniquehumanbeings.Specialeducators
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understandthesimilaritiesanddifferencesinhumandevelopmentandthecharacteristicsbetweenandamongindividualswithandwithoutexceptionallearningneeds.Moreover,specialeducatorsunderstandhowexceptionalconditionscaninteractwiththedomainsofhumandevelopmentandtheyusethisknowledgetorespondtothevaryingabilitiesandbehaviorsofindividualswithexceptionallearningneeds.Specialeducatorsunderstandhowtheexperiencesofindividualswithexceptionallearningneedscanimpactfamilies,aswellastheindividual’sabilitytolearn,interactsocially,andliveasfulfilledcontributingmembersofthecommunity.CECStandard#3:IndividualLearningDifferences.Specialeducatorsunderstandtheeffectsthatanexceptionalconditioncanhaveonanindividual’slearninginschoolandthroughoutlife.Specialeducatorsunderstandthatthebeliefs,traditions,andvaluesacrossandwithinculturescanaffectrelationshipsamongandbetweenstudents,theirfamilies,andtheschoolcommunity.Moreover,specialeducatorsareactiveandresourcefulinseekingtounderstandhowprimarylanguage,culture,andfamilialbackgroundsinteractwiththeindividual’sexceptionalconditiontoimpacttheindividual’sacademicandsocialabilities,attitudes,values,interests,andcareeroptions.Theunderstandingoftheselearningdifferencesandtheirpossibleinteractionsprovidesthefoundationuponwhichspecialeducatorsindividualizeinstructiontoprovidemeaningfulandchallenginglearningforindividualswithexceptionallearningneeds.ContentInTASCStandard#4:ContentKnowledge.Theteacherunderstandsthecentralconcepts,toolsofinquiry,andstructuresofthediscipline(s)heorsheteachesandcreateslearningexperiencesthatmakethedisciplineaccessibleandmeaningfulforlearnerstoassuremasteryofthecontent.InTASCStandard#5:ApplicationofContent.Theteacherunderstandshowtoconnectconceptsandusedifferingperspectivestoengagelearnersincriticalthinking,creativity,andcollaborativeproblemsolvingrelatedtoauthenticlocalandglobalissues.CECStandard#6:Language.Specialeducatorsunderstandtypicalandatypicallanguagedevelopmentandthewaysinwhichexceptionalconditionscaninteractwithanindividual’sexperiencewithanduseoflanguage.Specialeducatorsuseindividualizedstrategiestoenhancelanguagedevelopmentandteachcommunicationskillstoindividualswithexceptionallearningneeds.Specialeducatorsarefamiliarwithaugmentative,alternative,andassistivetechnologiestosupportandenhancecommunicationofindividualswithexceptionalneeds.Specialeducatorsmatchtheircommunicationmethodstoanindividual’slanguageproficiencyandculturalandlinguisticdifferences.SpecialeducatorsprovideeffectivelanguagemodelsandtheyusecommunicationstrategiesandresourcestofacilitateunderstandingofsubjectmatterforindividualswithexceptionallearningneedswhoseprimarylanguageisnotEnglish.CECStandard#7:InstructionalPlanning.Individualizeddecision-makingandinstructionisatthe
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centerofspecialeducationpractice.Specialeducatorsdeveloplong-rangeindividualizedinstructionalplansanchoredinbothgeneralandspecialeducationcurricula.Inaddition,specialeducatorssystematicallytranslatetheseindividualizedplansintocarefullyselectedshorter-rangegoalsandobjectivestakingintoconsiderationanindividual’sabilitiesandneeds,thelearningenvironment,andamyriadofculturalandlinguisticfactors.Individualizedinstructionalplansemphasizeexplicitmodelingandefficientguidedpracticetoassureacquisitionandfluencythroughmaintenanceandgeneralization.Understandingofthesefactorsaswellastheimplicationsofanindividual’sexceptionalcondition,guidesthespecialeducator’sselection,adaptation,andcreationofmaterials,andtheuseofpowerfulinstructionalvariables.Instructionalplansaremodifiedbasedonongoinganalysisoftheindividual’slearningprogress.Moreover,specialeducatorsfacilitatethisinstructionalplanninginacollaborativecontextincludingtheindividualswithexceptionalities,families,professionalcolleagues,andpersonnelfromotheragenciesasappropriate.Specialeducatorsalsodevelopavarietyofindividualizedtransitionplans,suchastransitionsfrompreschooltoelementaryschoolandfromsecondarysettingstoavarietyofpostsecondaryworkandlearningcontexts.Specialeducatorsarecomfortableusingappropriatetechnologiestosupportinstructionalplanningandindividualizedinstruction.InstructionalPracticeInTASCStandard#6:Assessment.Theteacherunderstandsandusesmultiplemethodsofassessmenttoengagelearnersintheirowngrowth,tomonitorlearnerprogress,andtoguidetheteacher’sandlearner’sdecisionmaking.InTASCStandard#7:PlanningforInstruction.Theteacherplansinstructionthatsupportseverystudentinmeetingrigorouslearninggoalsbydrawinguponknowledgeofcontentareas,curriculum,cross-disciplinaryskills,andpedagogy,aswellasknowledgeoflearnersandthecommunitycontext.InTASCStandard#8:InstructionalStrategies.Theteacherunderstandsandusesavarietyofinstructionalstrategiestoencouragelearnerstodevelopdeepunderstandingofcontentareasandtheirconnections,andtobuildskillstoapplyknowledgeinmeaningfulways.CECStandard#4:InstructionalStrategies.Specialeducatorspossessarepertoireofevidence-basedinstructionalstrategiestoindividualizeinstructionforindividualswithExceptionallearningneeds.Specialeducatorsselect,adapt,andusetheseinstructionalstrategiestopromotepositivelearningresultsingeneralandspecialcurriculaandtomodifylearningenvironmentsappropriatelyforindividualswithexceptionallearningneeds.Theyenhancethelearningofcriticalthinking,problem-solving,andperformanceskillsofindividualswithexceptionallearningneeds,andincreasetheirself-awareness,self-management,self-control,self-reliance,andself-esteem.Moreover,specialeducatorsemphasizethedevelopment,maintenance,andgeneralizationofknowledgeandskillsacrossenvironments,settings,andthelifespan.
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CECStandard#5:LearningEnvironmentsandSocialInteractions.Specialeducatorsactivelycreatelearningenvironmentsforindividualswithexceptionallearningneedsthatfosterculturalunderstanding,safetyandemotionalwell-being,positivesocialinteractions,andactiveengagementofindividualswithexceptionallearningneeds.Inaddition,specialeducatorsfosterenvironmentsinwhichdiversityisvaluedandindividualsaretaughttoliveharmoniouslyandproductivelyinaculturallydiverseworld.Specialeducatorsshapeenvironmentstoencouragetheindependence,self-motivation,self-direction,personalempowerment,andself-advocacyofindividualswithexceptionallearningneeds.Specialeducatorshelptheirgeneraleducationcolleaguesintegrateindividualswithexceptionallearningneedsingeneraleducationenvironmentsandengagetheminmeaningfullearningactivitiesandinteractions.Specialeducatorsusedirectmotivationalandinstructionalinterventionswithindividualswithexceptionallearningneedstoteachthemtorespondeffectivelytocurrentexpectations.Whennecessary,specialeducatorscansafelyintervenewithindividualswithexceptionallearningneedsincrisis.Specialeducatorscoordinatealltheseeffortsandprovideguidanceanddirectiontopara-educatorsandothers,suchasclassroomvolunteersandtutors.CECStandard#8:Assessment.Assessmentisintegraltothedecision-makingandteachingofspecialeducatorsandspecialeducatorsusemultipletypesofassessmentinformationforavarietyofeducationaldecisions.Specialeducatorsusetheresultsofassessmentstohelpidentifyexceptionallearningneedsandtodevelopandimplementindividualizedinstructionalprograms,aswellastoadjustinstructioninresponsetoongoinglearningprogress.Specialeducatorsunderstandthelegalpoliciesandethicalprinciplesofmeasurementandassessmentrelatedtoreferral,eligibility,programplanning,instruction,andplacementforindividualswithexceptionallearningneeds,includingthosefromculturallyandlinguisticallydiversebackgrounds.Specialeducatorsunderstandmeasurementtheoryandpracticesforaddressingissuesofvalidity,reliability,norms,bias,andinterpretationofassessmentresults.Inaddition,specialeducatorsunderstandtheappropriateuseandlimitationsofvarioustypesofassessments.Specialeducatorscollaboratewithfamiliesandothercolleaguestoassurenonbiased,meaningfulassessmentsanddecision-making.Specialeducatorsconductformalandinformalassessmentsofbehavior,learning,achievement,andenvironmentstodesignlearningexperiencesthatsupportthegrowthanddevelopmentofindividualswithexceptionallearningneeds.Specialeducatorsuseassessmentinformationtoidentifysupportsandadaptationsrequiredforindividualswithexceptionallearningneedstoaccessthegeneralcurriculumandtoparticipateinschool,system,andstatewideassessmentprograms.Specialeducatorsregularlymonitortheprogressofindividualswithexceptionallearningneedsingeneralandspecialcurricula.Specialeducatorsuseappropriatetechnologiestosupporttheirassessments.ProfessionalResponsibilityInTASCStandard#9:ProfessionalLearningandEthicalPractice.Theteacherengagesinongoingprofessionallearningandusesevidencetocontinuallyevaluatehis/herpractice,particularlytheeffectsofhis/herchoicesandactionsonothers(learners,families,otherprofessionals,andthecommunity),andadaptspracticetomeettheneedsofeachlearner.
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InTASCStandard#10:LeadershipandCollaboration.Theteacherseeksappropriateleadershiprolesandopportunitiestotakeresponsibilityforstudentlearning,tocollaboratewithlearners,families,colleagues,otherschoolprofessionals,andcommunitymemberstoensurelearnergrowth,andtoadvancetheprofession.CECStandard#1:Foundations.Specialeducatorsunderstandthefieldasanevolvingandchangingdisciplinebasedonphilosophies,evidence-basedprinciplesandtheories,relevantlawsandpolicies,diverseandhistoricalpointsofview,andhumanissuesthathavehistoricallyinfluencedandcontinuetoinfluencethefieldofspecialeducationandtheeducationandtreatmentofindividualswithexceptionalneedsinbothschoolandsociety.Specialeducatorsunderstandhowtheseinfluenceprofessionalpractice,includingassessment,instructionalplanning,implementation,andprogramevaluation.Specialeducatorsunderstandhowissuesofhumandiversitycanimpactfamilies,cultures,andschools,andhowthesecomplexhumanissuescaninteractwithissuesinthedeliveryofspecialeducationservices.Theyunderstandtherelationshipsoforganizationsofspecialeducationtotheorganizationsandfunctionsofschools,schoolsystems,andotheragencies.Specialeducatorsusethisknowledgeasagrounduponwhichtoconstructtheirownpersonalunderstandingsandphilosophiesofspecialeducation.CECStandard#9:ProfessionalandEthicalPractice.Specialeducatorsareguidedbytheprofession’sethicalandprofessionalpracticestandards.Specialeducatorspracticeinmultiplerolesandcomplexsituationsacrosswideageanddevelopmentalranges.Theirpracticerequiresongoingattentiontolegalmattersalongwithseriousprofessionalandethicalconsiderations.Specialeducatorsengageinprofessionalactivitiesandparticipateinlearningcommunitiesthatbenefitindividualswithexceptionallearningneeds,theirfamilies,colleagues,andtheirownprofessionalgrowth.Specialeducatorsviewthemselvesaslifelonglearnersandregularlyreflectonandadjusttheirpractice.Specialeducatorsareawareofhowtheirownandothers’attitudes,behaviors,andwaysofcommunicatingcaninfluencetheirpractice.Specialeducatorsunderstandthatcultureandlanguagecaninteractwithexceptionalities,andaresensitivetothemanyaspectsofdiversityofindividualswithexceptionallearningneedsandtheirfamilies.Specialeducatorsactivelyplanandengageinactivitiesthatfostertheirprofessionalgrowthandkeepthemcurrentwithevidence-basedbestpractices.Specialeducatorsknowtheirownlimitsofpracticeandpracticewithinthem.
RequirementsoftheCourseAllspecialeducationteachercandidatesmustcompletethecharacteristicsfieldexperienceatthetimetheytaketheirESSI101orEDCO301exceptionallearnerscourse.FortheESSI101course,thefieldexperienceisembeddedwithinthecourse.FortheEDCO301course,thefieldexperienceisaseparatecourseregistrationwhichisESSI405.Thisexperienceincludescompletionoftenhoursofobservation/interactioninasettingwithstudentsreceivingspecialeducationinstructionand/orservices.
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Minimally,ateachercandidatemustprepareandpresentoneIEPandteacherreferencetoolandengageinappropriatereflectionoftheexperience.Inaddition,theteachercandidatewillcompletetheTimeLogincludedinthisdocumentforthe10-hourexperience.Theteachercandidateisnottospendthetimeinclericalactivitiesbutratherincollaborationandobservationofstudentswithexceptionalitiesandtheirteachersandserviceproviders.
GradingThegradingprocedurefortheFieldExperiencecomponentfollowsaPass/Failsystem.
• InordertoearnaPass,teachercandidatesmustcompletethefollowing:1. SubmitallrequiredClassroomAssignments.2. Fulfillthetimerequirementsofaminimumof10hoursintheclassroom.3. SubmittheTimeLogsignedbyboththestudentandcooperatingteachertoverify
thataminimumof10hoursofobservingintheclassroomwasfulfilled.4. Receiveafavorableevaluationfromthecooperatingteacher(s)usingthe
CooperatingTeacherFeedbackform.5. CompleteStudentEvaluationofFieldExperience.
• IfateachercandidatefailstomeetanyrequirementsoftheFieldExperience,the
teachercandidatewillfailthecourse.
Placement
TheStudentProfessionalExperiencesCoordinator,StudentProfessionalExperiencesAssistant,ortheEducationCoordinator/Advisorwillmaketheplacementchoosingappropriatecooperatingteachersinconsultationwithindividualschoolprincipalsordesignatedofficials.Teachercandidatesarenottoplacethemselvesinanyclassroomsetting.
ResponsibilitiesoftheESSI101/ESSI405Instructor
TheInstructorassumesthefollowingresponsibilities:• Fullypreparetheteachercandidatestocompletethefieldexperienceassignments• ProvideguidanceinIEPpreparation.• Facilitatediscussionsofteacher-candidateexperiences• Debriefwiththeteachercandidateregardingtheteachingexperience.• Directtheteachercandidatetocompleteallnecessarypaperworkasnotedinthe
Gradingsectionabove.• Evaluatealldocumentationmaterialsrelevanttothecompletionofthisfieldexperience:
o SignedTimeLog.ThisformwillbesubmittedwithinCanvas
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o CooperatingTeacherFeedback.ThisformwillbesubmittedwithinCanvas.Thecooperatingteachermustbesupportiveofthestudent’scontinuationintheprograminordertopassthefieldexperience.
ResponsibilitiesoftheCooperating/MentorTeacher
Cooperatingteachershavebeenselectedfromapoolofindividualsrecommendedbyindividualschoolprincipalsordesignatedofficialsfortheirexemplaryteachingpracticesandwillingnesstoworkwithpre-serviceteachers.Inagreeingtoworkwithteachercandidatesduringmathfieldexperience,theyhavethefollowingresponsibilities:
• ReadthroughtheESSI101/ESSI405FieldExperienceHandbookandbeawareofthegoalsofthisfieldexperience
• Provideaclassroomforobservationandcollaborationopportunities.• Verifythattheteachercandidatecompletedthe10-hourrequirementbysigningthe
TimeLogSheetandreturnittotheBVUStudent.TheBVUstudentwillberesponsibleforsubmittingthefeedbackformtoCanvasandtotheBVUoffice.
• Providefeedbackoftheteachercandidate’sperformancetotheuniversityandteachercandidatebycompletingandreturningtheCooperatingTeacherFeedbackForm.NOTE:Thisfeedbackisformativeandneedstobefranksothattheteachercandidatebecomesawareoftheareasthatneedattention.PleasereturnthisformtotheBVUstudent.TheBVUstudentwillberesponsibleforsubmittingthefeedbackformtoCanvasandtotheBVUoffice.
• NotifyBVUSeminarFacilitatorofanyconcernsregardingtheteachercandidate'sperformanceduringthefieldexperience.
• Becausethisfieldexperienceisdesignedsothatstudentscangainpracticalknowledgeoflearningandmotivationthroughobservingteachersinclassroomsandage-appropriatesettings,clericaltaskssuchascorrectingpapers,runningcopies,ormakingbulletinboardsarenottobeincluded.Althoughthisisanobservationexperience,BVUstudentsmayinteractwithstudentsifapprovedbythecooperatingteacher.
ResponsibilitiesoftheTeacherCandidate
Teachercandidatesenrolledinthiscoursehavethefollowingresponsibilities:
• Beactivelyengagedinobservationandpractice.• PrepareandpresentoneIEPandteacherreferencetoolwiththesupportofthe
cooperatingteacher.• Engageinself-assessmentandreflectionofstudentcharacteristicsandtheIEP
developmentprocess.• Shareobservationsandexperiencesinclass.• Completethe10-hourobservationrequirement.• CompleteStudentEvaluationofFieldExperience.
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• Presentoneselfasaprofessionalinconductandappearanceatthecooperatingschool.• SubmitthesignedTimeLogofhourswithinCanvasattheconclusionoftheexperience.• SubmitthesignedCooperatingTeacherFeedbackformattheconclusionofthe
experience.• CompleteStudentEvaluationofFieldExperiencewithinCanvas.
GeneralExpectationsofFieldExperienceTeachercandidatesinEducationalSettings
1. Eachtimeateachercandidateattendsaschool,theheorsheistolook,dress,behave,andspeakinaprofessionalmanner.Allclothingshouldbeneat,clean,andprofessional.Grammarusedshouldbecorrectwithaminimumofslang.Allteachercandidatebehaviorshouldreflectresponsibilityandmaturity.
2. Theadministrationandteachersofschoolsinwhichteachercandidateswillbeobservingtakethisprojectandteachercandidates'commitmentseriously.Punctuality,cooperation,assistance,maturity,enthusiasm,responsibility,andinitiativefromallteachercandidatesareexpectedasthenorm.
3. Tardinessandabsenteeismarenotacceptable.Ifextenuatingcircumstancespreventteachercandidatesfromattendingtheclassroom,theyaretophonetheirteacherandSeminarFacilitatororEducationCoordinator/Advisorassoonaspossibleandpriortotheabsence.Exceptincaseofemergencies,aminimumof24hoursnoticemustbegiventotheteacherwhenateachercandidateisunabletobepresentintheclassroomattheagreedupontime.
4. FailuretoadheretothesegeneralexpectationscouldresultinareferralofstudenttotheTeacherEducationCommitteeforahearingpertheGoodConductPolicy.
AssignmentOverview
Duringthisfieldexperience,teachercandidatesmustcompletethefollowingassignments.
1. ClassroomVisitAssignments.AllteachercandidatesmustcompletetheClassroomVisitLogforeachclassroomvisitusingtheinstructionsandpromptsfoundinthishandbook.
2. 10HourTimeLogSheet.Allteachercandidatesarerequiredtokeepanaccuratelogofthedatesandtimesvisitedduringtheexperience.Uponcompletionoftheobservationexperience,thecooperatingteachermustsignanddatetheform.ThecompletedandsignedformistobesubmittedbythestudentwithinCanvasandtotheBVUoffice.
3. CooperatingTeacherFeedback.Allcooperatingteacherswillcompleteanevaluationform.ThisevaluationoftheBVUteachercandidate’sperformanceduringthemathfieldexperiencemustbesubmittedbeforeafinalgradecanbeassigned.ThecompletedandsignedformistobesubmittedbythestudentwithinCanvasandtotheBVUoffice.
4. Self-AssessmentofProfessionalDispositions.Allteachercandidatesaretocompletetheprofessionaldispositionsurvey.Thesurveyisforyoutoreflectonyourprogressandmakeimprovementsasneeded.Pleasebesuretodiscussanyquestionsor
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concernswithyourcooperatingteacher,ESSI101/ESSI405Instructor,yourStudentProfessionalExperiencesCoordinator,orEducationCoordinator/Advisor.
5. DemonstrationofAppreciation.AllBVUteachercandidatesareencouragedtowritethankyounotestoeachcooperatingteacherattheendoftheexperience.
6. StudentEvaluationofFieldExperience.AllteachercandidateswillcompletetheStudentEvaluationofFieldExperienceformonlinewithintheCanvascourse.
AllwrittenmaterialsidentifiedwillbekeptintheStudentProfessionalExperiences
CoordinatororEducationCoordinator/Advisor’soffice.FailuretosubmittherequireditemswillresultinafailinggradeforthisESSI101/ESSI405fieldexperience.
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ESSI101/ESSI405FieldExperienceAssignmentChecklist
ThisformistohelpyoukeeptrackoftheassignmentsforthiscourseStudentName____________________________________ Assignment Completed(indicatedbycheck)MeetyourCooperatingTeacher ______Activity1:EnvironmentalCharacteristicsAssignment ______Activity2:BehavioralCharacteristicsAssignment ______Activity3:EcologicalAssessments ______Activity4:AutismPerspectives ______Activity5:OtherLearnerCharacteristicsAssignment ______10-HourTimeLogSheetCompleted ______ submittedwithinCanvasandtoBVUofficeCooperatingTeacherFeedback ______ submittedwithinCanvasandtoBVUoffice AppreciationtoCooperatingTeacher ______StudentEvaluationofFieldExperience ______
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ESSI101/ESSI405FieldExperience
TimeLogSheet
BVUCandidate:________________________________Date:__________________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
ThankyouforagreeingtohelpwithourTeacherCandidate’sprofessionalfieldexperience.Teachercandidatestakingthiscoursearerequiredtoworkwiththeircooperatingteachersaminimumof10contacthours.OneoftheBVUTeacherEducationalDepartmentinstructorsordesignatedfacilitatorswillbeassignedtooverseetheprogressbeingmadebytheteachercandidateduringthisperiod.Pleasenotebelowanytardinessand/orabsencesoftheteachercandidateduringthisplacement.Signaturesbelowverifythattheabove-mentionedBuenaVistaUniversityteachercandidatehassuccessfullyfulfilledhis/herrequirementswithnomajorconcerns.Student’sSignature:____________________________________________________________CooperatingTeacher’sSignature:__________________________________________________
Date BeginningTime EndingTime Hours RunningTotal
FieldExperiencehourscompletedforthisplacementmaynotcounttowardsanotherfieldexperience.
ThisformistobesubmittedbytheBVUstudenttoCanvasandtotheBVUoffice.
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ESSI101/ESSI405FieldExperienceTargetedActivitiesforClassroom&MentorInteractions
Beforeyouvisit:Beforeyougoforvisit1,emailyourteacherwithsomegeneralbackgroundaboutyourself.Sharethatthepurposeisthisclassistobetterunderstandthecharacteristicsofexceptionallearnersandhowtheyinteractwithinacademicenvironments.Yourobservationsandinterviewswillbecenteredoneffortstobetterunderstandthisaspectofworkingwithstudentswithmildtomoderatedisabilities.Activitieswillinclude:1stVisit:MeetingyourteacherThefirsttimeyoumeettheteacher,takesometimetolearnabouttheirphilosophyoneducationandspecialeducation.Learnabouttheirexperiencesandwhatanaveragedayislike.Askabouttheirviewsonlabelsandcharacteristics.Itisalsoagoodideatoaskabouthowtheymanagedailyprofessionalresponsibilitiesandpersonalreflectionsandconcerns.Howdotheyviewtheideaofmanagingthedemandsandtimeconstraintsrequiredoftheirjob,aswellastheemotionalandpersonalaspectsofmeetingtheneedsoftheirstudents?Howdotheymanagetransitionbetweenmanagingstudentsinaself-containedsettingvs.transitioningbackto,oralreadyparticipatingingeneraleducationclasses?
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Activity1:EnvironmentalCharacteristicsAssignmentDescribethephysicalandinterpersonalenvironment.Writea1-2pagesummaryofyourgeneralobservationsofhowtheclassroomandpeoplewithinitfunction.
• Brieflydescribetheclassroomenvironmento Numberofstudentso Generalarrangement(desks,tables,chairs)o Basicteachermovemento Visualpatternsoftheorganizationoftheroom(materialsonwalls,clusteringof
furnitureormaterialswithintheroom).Basically,whenyousitdown,whatareyoureyesdrawntoasyoulookaroundtheroom.Ifyoupauseonanitemoranarea,notewhyyoupaused,orwhatyouobserved.
• Identify1-2studentswhoareactivelyengagedinlearning/classroomactivitieso Describetheircharacteristicsthatmakethemactivelyengagedo Behaviorso Bodylanguageo Verballanguageo Teacherreactions
• Identify1-2studentswhoareNOTactivelyengagedinlearning(passive,inattentive,ordisruptive)
o Describetheircharacteristicsthatmakethemactivelyengagedo Behaviorso Bodylanguageo Verballanguageo Teacherreactions
Activity1GradingRubric
Task Advanced Proficient UnsatisfactoryDescriptionofClassroomEnvironments
Theclassroomisthoroughlydescribedusingacademiclanguageandprovidesonlyobservableinformation.Thereaderisabletoenvisiontheenvironmentfully.Noassumptionsorinterpretationsareusedtoinfluencethereader’sperceptionoftheenvironment.
Theclassroomisthoroughlydescribedinobservableterms.Thereaderisabletoenvisiontheenvironmentfully.Someassumptionsorinterpretationsarepresentedinordertoexplainthepre-serviceteacher’sperceptions.
Thedescriptionlacksspecificityorservestojudgecompositionoftheclassroomenvironmentratherthantodescribe.
DescriptionofActivelyEngagedStudents
Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludingcleardescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Descriptionsdonotpresentpersonalinterpretationsofobservations.
Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludinggeneraldescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Somepersonalinterpretationsofobservationsmaybeevident.
Thedescriptionofstudentcharacteristicslacksspecificity,areabsent,orshowbias.
DescriptionofDisengagedStudents
Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludingcleardescriptionsofbehaviorsinresponsetoinstructionandinteractionwiththe
Thepreserviceteacherdescriptionofstudentcharacteristicsfocusesonobservablecharacteristicsincludinggeneraldescriptionsofbehaviorsinresponsetoinstruction
Thedescriptionofstudentcharacteristicslacksspecificity,areabsent,orshowbias.
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teacherandpeers,bodylanguageandverballanguage.Descriptionsdonotpresentpersonalinterpretationsofobservations.
andinteractionwiththeteacherandpeers,bodylanguageandverballanguage.Somepersonalinterpretationsofobservationsmaybeevident.
Comparisonofstudentbehaviors
Thepreserviceteacherpresentsacompareandcontrastofobservablecharacteristicsofengagedanddisengagedstudentsandincludesathoroughanalysisofpotentialimpactsontheindividualsandothers.Theanalysismayincludepersonalinterpretationbutdoesnotpresentbiasorjudgement.
Thepreserviceteacherpresentsacompareandcontrastofobservablecharacteristicsofstudentsandincludesabroadanalysisofpotentialimpactsontheindividualsandothers.Theanalysismayincludepersonalinterpretationbutdoesnotpresentbiasorjudgement.
Thecomparisonisabsent,inaccurate,orpresentsbias
17 ESSI101/ESSI405FieldExperience
Activity2:BehavioralCharacteristicsAssignmentSelect2studentsfromtheclassroomwhoexhibitexternalizingandinternalizingbehaviors.Theycanbethesamestudentsyouobservedinyourfirstvisit.
• Youaregoingtomorecarefullygatherqualitativeandquantitativedataonthesetwostudents.• Youwillwritea1-2pagesummaryofyourobservationsandhowtheyimpactyourknowledge
ofthecharacteristicsoflearnerswithinternalizingorexternalizingcharacteristics.Explainhowknowingthiswillimpactyourteaching.
1. Quantitativedata
a. Recordthenumberoftimeseachstudentrespondstoteacherprompts(frequency-tally)
b. Recordthenumberoftimeseachstudentexhibitattentionseekingbehaviors(frequency-tally)
c. Recordtheamountoftimeeachstudentisontaskfora30-minuteperiodoftime(duration)
2. Qualitativedataa. Notestudentpostureandattentivenessb. Recordobservationsofhowthestudentinteractswithothersc. Recordhowoftenandwhattypesofinteractionsoccurwiththeteacher
Activity2GradingRubricTask Advanced Proficient UnsatisfactoryQuantitativeDatapresentation
Quantitativedataispresentedinanorganizedtableanddescribedthoroughlybeforeorafterthetable.Academiclanguageisusedtodescribedata.
Quantitativedataispresentedinanorganizedtableordescribedthoroughly.Academiclanguageisevident.
Quantitativedataislimitedormixedwithinterpretationorobservationalnotes.
QualitativeDatapresentation
Qualitativenotesaredescriptiveandobservableinformationaboutinteractionandbehaviorwithoutpersonalinterpretation.
Qualitativenotesaredescriptiveandobservableinformationaboutinteractionandbehaviorwithminimalpersonalinterpretation.
Qualitativedataincludesbiasedinterpretationorisabsent.
PersonalReflection Theresponseshowsapplicationofpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingauthenticthoughtandnotgeneralizingopinionsofthemedia,class,orotherresources
Theresponsepresentsgeneralpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingsomepersonalthoughtsandgeneralizessomeopinionsofthemedia,class,orotherresources
Introspectionisnotevidentorreflectsstrict,limitedviewspresentsinmedia,class,orotherresourceswithoutjustification.
18 ESSI101/ESSI405FieldExperience
Activity3:EcologicalAssessments
StudentswithADHDandotherattentionaldifficultiesoftenstrugglewiththenumberofvisualandauditorydistractionsinaclassroom.Thesedistractionscangounnoticedbymoststudentsandteacherswhoseexecutivefunctioningandabilitytofocusarenotimpacted.Forthisassignment,youwillcreateadiagramoftheclassroomandidentifyfocus-centeredzonesanddistractionzonesintheroom.Focus-centeredzonesareareasthatintentionallydrawthestudents’attentiontowardtheminordertoprovidesometypeofeducationalbenefit.Distractionzonesareareasthatunintentionallydrawthestudent’sattentionawayfrominstruction.Itmayincludedesiredactivityareas,windows,posters,etc.It’simportanttonotethatteachermovementduringalessoncanbebothfocus-centeredanddistracting.Youwillnotethecharacteristicsofeachoftheseareasandwhytheywereidentified.Basedonthisyouwillcreatea1-2pagedocumentandmakerecommendationformodificationstotheclassroomenvironment,studentseating,andteachermovementinordertoreducedistractionsandpromoteattentiontoimportantmaterialsandinstruction.Youmayusepicturesandbulletedinformationforthispresentationorsimplywriteasummaryofyourfindings.
Activity3GradingRubricTask Advanced Proficient Unsatisfactory
ClassroomDiagram Thediagramisneatlydrawnandclearlyidentifyzonesintendedtodrawastudent’sattentionforanacademicorfunctionalfocus,anddistractionzonesthatunintentionallydrawastudent’sattentionin.
Thediagramisneatlydrawnandidentifiedzonescanbedistinguishesasintentionalfocusorunintentionaldistractionzones.
Thediagramismissingordoesnotdefinezones.
Reflectionandrecommendationsbasedonobservations
Thestudentreflectsonwhyhe/sheidentifiedzonesasafocusordistractionzoneandclearlydescribesitscharacteristics.Recommendationscenteraroundcapitalizingonfocuszonesandminimizingdistractions.
Thestudentreflectsonwhyhe/sheidentifiedzonesasafocusordistractionzone.Recommendationsincludebuildingfocuszonesandremovingdistractionswithbasicstrategies/approaches.
Reflectionsareabsentorinaccurate.Zonesarenotcorrectlyidentified.
19 ESSI101/ESSI405FieldExperience
Activity4:AutismPerspectives
Inthisvisit,youwillnotbeobservingstudentsortheclassroom.Youwillbeinterviewingyourmentorteacheraboutperceptionsofautism.Youwillneedtoschedulethisvisitatatimewheretherearenostudentspresent.Thisinterviewhasthreeparts.Youwillhaveageneraldiscussion,viewaTedTalk,thenhaveanotherdiscussion.Youmaybreakthisupanywayyouseefit,justensurethatyourfirstconversationhappenspriortoviewingthevideo.Usethefollowingdiscussionguidetoleadyourconversations.Youarenotconfinedtothespecificlanguageorsequencewithineachsection.Feelfreeaddtoormodifyquestions.Allowtheconversationtodictatetheflowofyourinterview.Discussionone(beforethevideo)
1) Howwouldyoudefineautismspectrumdisorders?2) Howcommonaretheyinschoolstoday?3) Whatexperiencehaveyouhadworkingwithstudentswithautismspectrumdisorders?4) Whattraininghaveyouhadforworkingwithstudentswithautismspectrumdisorders?5) Howdostudentswithautismthinkthesameordifferentlyfromtheirpeerswithout
disabilities?WATCHVIDEO(frameyourviewingaroundthesequestions–youmaywanttoprintthemforyourselfandyourmentor-teacher)Videocanbefoundat:https://www.ted.com/speakers/temple_grandinThinkabout:
1) WhatobservationscanyoumakeabouthowTemplecommunicates?a. Useofhumorandsarcasmintentionallyorunintentionallyb. Generalflowofherthoughtsandcommunicatedthemc. Makingconnectionsbetweenideas
2) HowdoesTempledefineautism?3) Howdoesshedescribeperceptionsofthesurroundingworld?4) Whatarethedifferenttypesofthinkers?5) Howaretheirlearningandlivingneedsmet?
Discussiontwo(afterthevideo)
1) WasTempleGrandin’stalkeasyordifficulttofollow?Whatobservationsdidyoumakeaboutherpresentationandcommunicationstyles?
2) Afterviewingthevideo,thinkaboutthelastquestionagain:Howdostudentswithautismthinkthesameordifferentlyfromtheirpeerswithoutdisabilities?
3) Doyouseeevidenceofthesetypesofthinkingamongstudentswithautisminyourschool?4) Whataboutstudentswithotherdisabilities?5) Whataboutstudentswithoutdisabilities?6) Willyouchangeyourteaching,interactionsorwaysofthinkingaboutstudentswithautism
spectrumdisabilitiesbasedonTempleGrandin’sTEDtalk?Whyorwhynot?
20 ESSI101/ESSI405FieldExperience
Activity4GradingRubric
Distinguished Proficient Satisfactory Unsatisfactory
ThoroughResponse
Thewrittenresponseclearlyandconciselyaddressesthepromptin2-3paragraphs.Allaspectsofthepromptareincludedandthoroughlyaddresses.
Thewrittenresponseaddressesthepromptin1-4paragraphs.Allaspectsofthepromptareincluded,butsomemayonlybegenerallyaddressed.
Thewrittenresponseaddressesthepromptin1-4paragraphs.Allaspectsofthepromptareincluded,butsomemayonlybevagueordifficulttorecognize.
Thewrittenresponseismissingkeypointsorramblesaroundthesubjectwithoutclearlyaddressingtopics.
PersonalReflection
Theresponseshowsapplicationofpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingauthenticthoughtandnotgeneralizingopinionsofthemedia,class,orotherresources
Theresponsepresentsgeneralpersonalthoughts,opinions,andconsiderationofthetopictofutureprofessionalsettings.Itisevidentthatthestudentisapplyingsomepersonalthoughtsandgeneralizessomeopinionsofthemedia,class,orotherresources
Theresponsepresentsbasicpersonalthoughtsandopinions,andconsiderationofthetopic.Applicationtofutureprofessionalsettingsisassumed.Personalthoughtsreflectopinionsofthemedia,class,orotherresources
Introspectionisnotevidentorreflectsstrict,limitedviewspresentsinmedia,class,orotherresourceswithoutjustification.
ApplicationofContent
Thestudentclearlysupportsstatementswithspecificreferencetothevideoandtheirconversationaswellasclasscontent.Referencesareusedsothereadercanclearlyidentifysourcesthathelpedtoformulateideas.
Thestudentmakesgeneralreferencetoatleast2differentsourcesinreadings,discussions,and/orclassroomactivitiesthathelpedtoformtheirbeliefsbutdonotexplaintheconnection.Referencesareusedsothereadercanclearlyidentifysourcesthathelpedtoformulateideas.
Thestudentvaguelyreferstotopicscoveredinthecourse,butdoesnotprovidespecificevidenceofthesource.
Thestudent’sresponsestatesonlypersonalideaswithnoreferencetocoursecontent.
21 ESSI101/ESSI405FieldExperience
Activity5:Discussion/Interview&ObservationSummariesConsidertherolesofmotivationinhelpingstudentswithavarietyofdisabilitiesexperiencesuccessinschool.Usetheguidelinesbelowtoframeyourconversationwithyourcooperatingteacher.Encouragetheconversationtogobeyondtheseitems.Theyshouldserveasastartingpointandaccompanypersonalapplicationfromthetextandclassdiscussionsaswell.1.Discussevidenceofextrinsicandintrinsicmotivationwithyourteachermentor.Extrinsicmotivationoccurswhenthestudentismotivatedbyfactorsintheenvironment,suchastangibles,interactionwithothers,preferredactivities,etc.Internalmotivationoccurswhenthestudentrecognizespersonalbenefit,senseofaccomplishment,accomplishingasteptowardalong-termgoal,etc.
• Whichonedostudentsseemtoshowmore?• Howdoesitvaryfromstudenttostudentoracrossdisabilities?• Whatdotheywantfromtheirteacher?• Whichonedoestheteacherencourageinclassandhow?
2.ExploreLocusofcontrolLocusofcontrolisalsoconsideredintermsofexternalorinternal.Studentsexhibitingexternallocusofcontrolindicatethatthathavelittletonocontroloverlearningandsocial/behavioraloutcomes.Theyattributesuccessandfailuretotheactionsofothers:
• “Ifailedthetestbecausetheteachermadeittoohard”• “Iacedthetestbecausetheteachergaveusthequestionsinthestudyguide”• “Theydon’twanttobemyfriendbecausetheyaremean”• “Theyaremadatmebecausetheywantthetoy,butit’sminerightnow.”
Studentswhohaveandinternallocusofcontroltakeownershipiftheirroleinsuccessesorfailures.
• “IfailedthetestbecauseIdidn’tstudyenough.”• “IacedthetestbecauseIstudiedtheteacher’sguidecarefully.”• “I’vemadesomenewfriendsbecauseI’mgettingbetteratsharingandtakingturns.”• “IsometimesmakemyfriendsmadwhenIdon’twanttoshare.”
Considerthereasonsthatstudentstruggleinclassandtheirownself-awarenessofperformance/behaviorsandjustificationofthem.
• Whenstudentsinclassstruggle,whatreasonsdotheygive?• Howcanself-reflectionandself-awarenessencourageaninternallocusofcontrol?What
practicesdoestheteacherusetoencourage/discouragelocusofcontrolrelatedbehaviors?
22 ESSI101/ESSI405FieldExperience
3.Identifypracticesthatleadtospiralsofsuccessorfailure.
• Howdoweknowwhenastudentisexperiencingoneortheother?• Isthereapossibilityforafalsesenseofsecurity?• Howdowepreventover-empathy?Howdoweturnaroundlearnedhelplessness?Whatsteps
canwetaketocorrectastudentinafailurespiral?
highexpectationsappropriatetaskappropriate support
IbelieveinmyselfOthersbelieveinme
Iexperience successandamvalidated
Iamconfident
lowexpectationstoodifficulttasklackoforoversupport
IdoubtmyselfOthersdoubtme
Iexperience failureorperformtotheirunderexpectations
Iamlessconfident
Spiral of Success
Spiral of Failure
23 ESSI101/ESSI405FieldExperience
Activity5GradingRubricTask Advanced Proficient Satisfactory
Motivation Thepreserviceteacher’sresponseclearlydefinesintrinsicandextrinsicmotivationfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtomotivation.Ananalysisofcharacteristicsthatcontributetointrinsicorextrinsicmotivationispresentedalongwithdiscussionofhowtopromoteashifttointrinsicmotivation.
Thepreserviceteacher’sresponsedefinesintrinsicandextrinsicmotivationfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtomotivation.Abriefdiscussionofhowtopromoteashifttointrinsicmotivationispresented.
Typesofmotivationareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.
LocusofControl
Thepreserviceteacher’sresponseclearlydefinesinternalandexternallocusofcontrolfollowedbyexamplesanddiscussionofstudentcharacteristicsrelatedtoeach.Ananalysisofcharacteristicsthatcontributelocusofcontrolispresentedalongwithdiscussionofhowtopromoteashifttoaninternallocusofcontrol.
Thepreserviceteacher’sresponsedefinesinternalandexternallocusofcontrolfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtoeach.Abriefdiscussionofhowtopromoteashifttoaninternallocusofcontrolispresented.
Typesoflocusofcontrolareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.
LearningSpirals
Thepreserviceteacher’sresponseclearlydefinessuccessandfailurespiralsfollowedbyadiscussionofcommonfactorsleadingtoeach.Ananalysisofcharacteristicsthatcontributetosuccessorfailureispresentedalongwithdiscussionofhowtocreatesuccessspiralsforstudentswithdisabilities.
Thepreserviceteacher’sresponsesuccessandfailurespiralsfollowedbyasummaryofdiscussionofstudentcharacteristicsrelatedtoeach.Abriefdiscussionofhowtocreatesuccessspiralsispresented.
Typesoflearningspiralsareinaccuratelydefinedanddiscussionsareabsentorlackclarity.Strategiesareabsent,unrealistic,orunethical.
24 ESSI101/ESSI405FieldExperience
ESSI101/ESSI405FieldExperienceCooperatingTeacherFeedback
BVUCandidate:__________________________________Date:_______________________
CooperatingTeacher:_______________________School:____________________________
Grade/Subject:_________________________________________________________________
Totalnumberofhoursstudentspentobserving:______________________
PleaseprovideaYesorNoresponsetothefollowingitems.Ifyouwishtomakecomments,pleasedosoaftertheitem. Yes No CommentsThecandidatespentatleast10hoursinobservation,interactionand/orteaching.
Thecandidatecompletedinterviews.
Thecandidatewasactivelyengagedasaclassroomobserver.
Thecandidateraisedquestionsaboutcharacteristics,thedecision-makingprocess,teachingmethodsandpractice.
Thecandidatewaspunctualinattendance.
Thecandidatedemonstratedprofessionalisminconductandappearance.
Generalcomments:CooperatingTeacher’sSignature: Date:
PleasereturnthisformtotheBVUstudent.TheBVUstudentwillsubmitacopywithinCanvasandacopytotheBVUoffice.
25 ESSI101/ESSI405FieldExperience
Self-AssessmentofDispositionalProfessionalQualitiesintheTeacherEducationProgramCandidate
Thisformisusedtoevaluatedispositionsyoudisplayduringclassandfieldexperiences.Itisusedtodocumentprofessionalprogressandalertyouwhenimprovementisnecessary.Allstudentsaretocompletetheprofessionaldispositionsurvey.Thesurveyisforthestudenttoreflectontheirprogressandmakeimprovementsasneeded.ThissurveydoesnotneedtobesubmittedtoBVU.NotApplicableorNot
ObservedSeriousConcerns NeedsImprovement Emerging Acceptable
NA 0 1 2 3 Behaviordisplayedis
contrarytoexpectationsforthisdisposition.
Behaviorisdisplayedoccasionally.
Behaviorsisdisplayedfrequently
Behaviorisdisplayedfrequentlyandconsistently
Caring:Candidateswiththissetofdispositionsvalueandappreciateallaspectsofotherpersons’wellbeing–cognitive,emotional,andphysical–therebyenhancingopportunitiesformeetingthelearningneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcaringdispositions:1.1 Empathy:identifieswithandseethingsfromtheperspectiveofothers. NA 0 1 2 31.2 Compassion:sympathizes,oftenwithadesiretounderstandandhelpimproveconditionsofstudents’lives.
NA 0 1 2 3
1.3 Rapport:developsappropriaterelationshipswithpeersandotherstakeholders. NA 0 1 2 31.4 Respect:showsappropriateregardfortheneeds,ideas,andexperiencesof
others.
NA 0 1 2 3
1.5 Passion:demonstratesexcitement,enthusiasmandoptimismforthepeople,content,andcontextoftheteaching/learningprocess.
NA 0 1 2 3
1.6 CulturalCompetence:appreciatesandcapitalizesupondiversity;isawareofandactstoreduceone’sownbiases;employsculturallysensitivepedagogy.
NA 0 1 2 3
Comments:
Communicative:Candidateswiththissetofdispositionsaresensitivetoandskillfulinthevariousaspectsofhumanactivity.Theyhaveeffectiveinterpersonalrelationshipskillsandattitudesthatfostercollaborativeenterprisesusefulinenhancingtheteaching-learningprocess.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcommunicativedispositions:2.1 Presence:haskeenwith-it-nessandengagementinhumaninteractionsand
other’sneeds.NA 0 1 2 3
2.2 Responsiveness:attendstoothers’needs;theabilityandinclinationtoactasbestmeetstheneeds,subtleaswellasobvious,ofothersandtheircircumstances.
NA 0 1 2 3
2.3 Attentiveness:concentratesonothers’communication;takesothers’communicationintoaccount.
NA 0 1 2 3
2.4 Authenticity:fostersandenhancestheteachingandlearningprocesswhileexercisingjudgmentaboutpersonalandprofessionalboundaries;displaygenuineness
NA 0 1 2 3
2.5 Collaborativeness:involvesandworkswithothersinplanning,problemsolvingandimplementationofeffectivepractices.
NA 0 1 2 3
2.6 Voice:iswillingtoopenlyengageandrespondtopeers,faculty,teachers,administrators,parents,andcommunityasneedarises.
NA 0 1 2 3
Comments:
26 ESSI101/ESSI405FieldExperience
Creative:Candidateswiththissetofdispositionsdisplaythecapacitytoenvisionandcraftthingsinnovelandmeaningfulwaystomeettheneedsofstudents.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcreativedispositions:3.1 Flexibility:adapts,adjusts,andmodifiespracticestomeettheneedsofstudents
andpeers;thinksonone’sfeet;iscomfortablewithchange.NA 0 1 2 3
3.2 Inventiveness:usestheneedsandinterestsofstudentstoapproachcurricularandstrategicdecisions;visualizesandimplementsnovelideasandpractices.
NA 0 1 2 3
3.3 Resourcefulness:usesresourcesineffectiveways;adaptspracticestounforeseenchallenges.
NA 0 1 2 3
3.4 Resilience:enduresstressandmaintainsstabilityinthefaceofdisruptionand/orchaos;recoverspoiseorspiritthatenablesmovingforwardinaneffectivemanner.
NA 0 1 2 3
Comments:
Critical:Candidateswiththissetofdispositionshavetheabilitytoexamineclosely,tocritique,andtoaskquestions.Theydonotacceptthestatusquoatfacevaluebutemployhigherlevelthinkingskillstoevaluate,analyze,andsynthesize.Self-evaluationandreflectioncharacterizecandidateswiththissetofdispositions.Thefollowinglistcomprisesmany,butnotall,ofthequalities,tendencies,and/orbehaviorswhichcharacterizeasetofcriticaldispositions:4.1 Reflectiveness:takestimeconsistentlytoevaluateeffectivenessofinstruction
andbehaviorintermsofthelargergoalsofeducation;nurturesreflectivityinstudentsandpeers;reflectsonowngrowthandaccountability.
NA 0 1 2 3
4.2 Initiative:exhibitsawillingnesstopursuesolutionstoproblemsorquestions;gathersrelevantdataandpersistentlyseekstoimprovesituationsorareasofneed.
NA 0 1 2 3
4.3 Open-mindedness:exhibitsanabilitytolookatdifferentsidesofanissue;recognizesthepossibilityoferrorinone’sownbeliefsandpractices;doesnotdisplayoractuponprejudicesagainstpeopleorideas.
NA 0 1 2 3
4.4 Efficacy:nurtureshighexpectations,demonstratesself-directionandconfidence,andempowersstudentsandpeers.
NA 0 1 2 3
4.5 Humility:placestheneedsofthelearnerand/orlearningtaskaboveone’sownego;reflectsonowngrowthandaccountability.
NA 0 1 2 3
Comments:
Contextual:Additionalqualitiesdefinedbyandconsistentwithyourinstitutionalmission/conceptualframework.5.1ReflectivePractitioner:reflectsasalearner,instructor,andprofessional. NA 0 1 2 35.2InnovativeandImaginative:findsoriginalandcreativeapproachestocurriculum,
instruction,assessment,andproblemsolving.NA 0 1 2 3
5.3GlobalSociety:developsskillsforbecominginformedandengagedcitizen. NA 0 1 2 3Comments:
ProfessionalRequirements:Thesearequalitiesandpracticesthatteachercandidatesmustexhibitinordertoberecommendedforlicensure,someofwhichareexplicitintheIowaCodeofEthicsandCodeofResponsibilities.Thecandidateswilldisplayallofthefollowingqualitiesand/orbehaviorsthatcharacterizethissetofprofessionalrequirements.6.1 Professionalism:endeavorstomeetthestandardsexpectedofateachersuchas
appropriatenessofdress,grooming,demeanor,punctuality,tact,discretion,courtesy,etc.
NA 0 1 2 3
6.2 PersonalandProfessionalEthicsandIntegrity:adheresstronglytohighmoralprinciplesandethicalstandardsasexpressedintheIowaCode;evidencesintegrity.
NA 0 1 2 3
6.3 WorkEthic/Responsibility:attendstoschoolpolicyforteacherattendance;completesteachingrelatedtasksinathoroughandefficientmanner.
NA 0 1 2 3
6.4 Confidentiality:complieswithfederal,state,andschoolpoliciesrelatingtoconfidentiality.
NA 0 1 2 3
Comments:
27 ESSI101/ESSI405FieldExperience
ESSI101/ESSI405FieldExperienceStudentEvaluationofFieldExperience
Thefollowingsurveywillbecompletedonlineviaalinkwithinthestudent’sCanvasCourse.
Pleaseratethisfieldexperienceoneachoftheelementsbelowusingthedescriptorsshownforasyourguide.Pleasebethoughtfulandcandidasyourecordyourresponses.Youareinvitedtoaddcommentsasappropriate.DescriptorsandScoringLegend
4=metorexceededexpectations---almostallofthetime---definitely3=metmostexpectations---mostofthetime---yes2=metsomeexpectations---someofthetime--probably1=metveryfewexpectations---infrequently---no
DIVERSITY Iobservedthefollowingdiversityintheclassroom:(Xtheboxundereachyouobserved) Gender Ethnicity Cultural Racial Socio-economic
status(SES) Cognitive Behavioral Physical
DURINGTHEFIELDEXPERIENCE 4 3 2 1
1. Isawhowmycooperatingteacherdifferentiatedtomeetthediverseneedsofallofthestudents.
2. Iwasable/allowedtocompletetherequiredactivitiesofthisfieldexperience.
3. Iwasabletomakeconnectionsbetweenmycourseworkandthisfieldexperience.
4. Iengagedindiscussionandreflectiononclinicalpractice.
5. Ireceivedmeaningfulfeedbackfrommycooperatingteacher.
6. Ihaveagreaterawarenessofwhatitmeanstobeaclassroomsteacherbecauseofthisexperience.
COMMENTS: