welcome! special education collaborating teacher orientation spring 2008 welcome! special education...
TRANSCRIPT
Welcome!
Special Education
Collaborating Teacher Orientation Spring 2008
Welcome!
Special Education
Collaborating Teacher Orientation Spring 2008
Using ElluminateUsing Elluminate• You can ask a question or make a comment by typing in the Chat box (left side).
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• Use the mic button (if you have a built in microphone on your computer) to ask an oral question.
• You can ask a question or make a comment by typing in the Chat box (left side).
• Raise your hand to get attention by clicking on the hand symbol.
• Use the mic button (if you have a built in microphone on your computer) to ask an oral question.
Using ElluminateUsing ElluminateUsing ElluminateUsing Elluminate• Use thumbs up thumbs down to show you understand.
• Click the little door symbol to step away.
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• Use thumbs up thumbs down to show you understand.
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Student Teaching for Mild/Moderate Candidates
Student Teaching for Mild/Moderate Candidates
• Two types of students in 580 MM:• Traditional candidates• ITEP students
• Two types of students in 580 MM:• Traditional candidates• ITEP students
Two Types of 580 MM Student Teachers
Two Types of 580 MM Student Teachers
• Traditional• Graduate students who have finished all their coursework independently
• Traditional• Graduate students who have finished all their coursework independently
• ITEP• Part of a cohorted program that includes an undergraduate degree
• ITEP• Part of a cohorted program that includes an undergraduate degree
The Student Teaching
Experience The Student Teaching
Experience Traditional• Only one student teaching semester
• A minimum of 15 weeks
• Gradual assumption of the classroom responsibilities
Traditional• Only one student teaching semester
• A minimum of 15 weeks
• Gradual assumption of the classroom responsibilities
ITEP• The second of two semesters of student teaching
• A minimum of 9 weeks
• Gradual assumption of the classroom responsibilities
ITEP• The second of two semesters of student teaching
• A minimum of 9 weeks
• Gradual assumption of the classroom responsibilities
Guiding Principles of Student Teaching
Guiding Principles of Student Teaching
• Built around the California Standards for the Teaching Profession
• Emphasizes a developmental approach to teaching
• Values a reflective learning and teaching community
• Built around the California Standards for the Teaching Profession
• Emphasizes a developmental approach to teaching
• Values a reflective learning and teaching community
The Student Teaching TeamThe Student Teaching Team
The Student Teacher
The Cooperating Teacher The University Supervisor
Other CSUN
faculty & staff
The Roles of the Team
The Roles of the Team
• Cooperating Teacher • Provide guidance, support and reflective supervision to the Student Teacher
• University Supervisor• Collaborate with the Cooperating Teacher to provide assistance, feedback and guidance to the student teacher
• The Student Teacher• Fulfill all the requirements of the student teaching seminar and demonstrate competence in all the CSTPs
• Cooperating Teacher • Provide guidance, support and reflective supervision to the Student Teacher
• University Supervisor• Collaborate with the Cooperating Teacher to provide assistance, feedback and guidance to the student teacher
• The Student Teacher• Fulfill all the requirements of the student teaching seminar and demonstrate competence in all the CSTPs
The CSTPs:California Standards for the Teaching
Profession
The CSTPs:California Standards for the Teaching
Profession
1. Engaging and Supporting All Students in Learning
2. Creating and Maintaining an Effective Environment for Students
3. Understanding and Organizing Subject Matter for Student Learning
1. Engaging and Supporting All Students in Learning
2. Creating and Maintaining an Effective Environment for Students
3. Understanding and Organizing Subject Matter for Student Learning
The CSTPs:California Standards for the Teaching
Profession
The CSTPs:California Standards for the Teaching
Profession
4. Planning Instruction and Designing Learning Experiences for all Students
5. Assessing Student Learning6. Developing as a
Professional Educator
4. Planning Instruction and Designing Learning Experiences for all Students
5. Assessing Student Learning6. Developing as a
Professional Educator
Student Teaching Assignments
Student Teaching Assignments
• Collaboration Plan• Paper based on 25 hours of
observation/participation in an inclusive setting
• Videotape Assignment• Students video themselves
teaching a lesson, and reflect on their own performance
• Permission slips required
• Collaboration Plan• Paper based on 25 hours of
observation/participation in an inclusive setting
• Videotape Assignment• Students video themselves
teaching a lesson, and reflect on their own performance
• Permission slips required
Student Teaching Assignments
Student Teaching Assignments
• Portfolio• Development of a professional
portfolio suitable for job interviews
• Documentation of Student Progress• Student teachers create a system for
documenting a student’s progress toward one of their IEP goals
• Student teachers use their system to collect and organize data on student’s progress
• Portfolio• Development of a professional
portfolio suitable for job interviews
• Documentation of Student Progress• Student teachers create a system for
documenting a student’s progress toward one of their IEP goals
• Student teachers use their system to collect and organize data on student’s progress
Student Teaching Assignments
Student Teaching Assignments
• Technology Lesson Plan for Diverse Learners• Student teachers develop and turn in
a lesson that incorporates technology in a meaningful way, and that builds on the cultural interests of the students in the class
• Reflective Journal• Student teachers write a weekly
journal about their experiences to share with their University Supervisor
• Technology Lesson Plan for Diverse Learners• Student teachers develop and turn in
a lesson that incorporates technology in a meaningful way, and that builds on the cultural interests of the students in the class
• Reflective Journal• Student teachers write a weekly
journal about their experiences to share with their University Supervisor
Responsibilities: Student Teacher
Responsibilities: Student Teacher
• Weeks 1-2 (ITEP wk. 1)• Observe & assist pupils w/ activities; become familiar w/ the school, classroom, rules & routine
• Weeks 3 - 8 (ITEP wk. 3 - 5)• Assist w/ class activities both one on one and in small groups; gradually assume responsibility for planning and teaching one or two subjects/periods per day
• Weeks 1-2 (ITEP wk. 1)• Observe & assist pupils w/ activities; become familiar w/ the school, classroom, rules & routine
• Weeks 3 - 8 (ITEP wk. 3 - 5)• Assist w/ class activities both one on one and in small groups; gradually assume responsibility for planning and teaching one or two subjects/periods per day
Responsibilities: Student Teacher
Responsibilities: Student Teacher
• Weeks 9 - 13 (ITEP wk. 6 - 8)• Continue to assume more responsibility for planning and teaching. Participate in testing, staff development and IEPs as much as possible
• Weeks 14 - 15 (ITEP wk. 9)• Assume primary responsibility for all teaching and planning
• Weeks 9 - 13 (ITEP wk. 6 - 8)• Continue to assume more responsibility for planning and teaching. Participate in testing, staff development and IEPs as much as possible
• Weeks 14 - 15 (ITEP wk. 9)• Assume primary responsibility for all teaching and planning
Responsibilities:Cooperating TeacherResponsibilities:Cooperating Teacher
• Observe and conference with teacher candidate regularly
• Establish a regular meeting time• Give feedback on lesson plans • Complete 6 observations by the end of the semester
• Complete online evaluations at mid-term and final
• Observe and conference with teacher candidate regularly
• Establish a regular meeting time• Give feedback on lesson plans • Complete 6 observations by the end of the semester
• Complete online evaluations at mid-term and final
Responsibilities:University SupervisorResponsibilities:
University Supervisor• Complete at least 5 observations • Give ongoing support and feedback to student teacher
• Meet with cooperating teacher during at least two visitations
• Assist with evaluation forms as needed
• Collaborate with cooperating teacher on final evaluation of student teacher
• Complete at least 5 observations • Give ongoing support and feedback to student teacher
• Meet with cooperating teacher during at least two visitations
• Assist with evaluation forms as needed
• Collaborate with cooperating teacher on final evaluation of student teacher
Observation FormObservation Form
• Organized around the standards• Can focus on an overall standard or particular items within a standard
• Provides a page for open-ended comments and/or scripting
• Organized around the standards• Can focus on an overall standard or particular items within a standard
• Provides a page for open-ended comments and/or scripting
CALIFORNIA STATE UNIVERSITY, NORTHRIDGE MICHAEL D. EISNER COLLEGE OF EDUCATION
Department of Special Education Observation Feedback Form
Name Date Visit #
Class School District
Form Filled Out By Position
1. Engaging and Supporting All Students in Learning 1.1 Connects students’ prior knowledge, life experience, and interests with learning goals. 1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse needs. 1.3 Facilitates learning experiences that promote autonomy, interaction, and choice. 1.4 Engages students in problem solving, critical thinking, and other activities that make subject matter meaningful. 1.5 Promotes self-directed, reflective learning for all students.
Notes/Comments
X 2. Creating and Maintaining An Effective Environment for Students 2.1 Creates a physical environment that engages all students. 2.2 Establishes a climate that promotes fairness and respect. 2.3 Promotes social development and responsibility. 2.4 Establishes and maintains standards for student behavior. 2.5 Plans and implements classroom procedures and routines that support student learning. 2.6 Uses instructional time effectively. *2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors. *2.8 Utilizes positive behavior support techniques. *2.9 Encourages interactions with typical peers across instructional settings.
Notes/Comments
“What do I do if there’s a problem?”
“What do I do if there’s a problem?”
You Are Not Alone!You Are Not Alone!
1. Ask for support from the university supervisor
2. Make a plan for improvement
3. Set a timeline4. Evaluate progress
1. Ask for support from the university supervisor
2. Make a plan for improvement
3. Set a timeline4. Evaluate progress
Keep in Mind…Keep in Mind…• It is critical that all concerns be thoroughly documented
• The plan to remediate the problems should be in writing, and should be revisited quickly
• You are not alone! We truly value your participation in our student teaching programs, and we are here to support you in any way needed
• It is critical that all concerns be thoroughly documented
• The plan to remediate the problems should be in writing, and should be revisited quickly
• You are not alone! We truly value your participation in our student teaching programs, and we are here to support you in any way needed
The Master Teacher Website
The Master Teacher Website
• www.csun.edu/masterteacher• www.csun.edu/masterteacher
What else do you want to know?
What else do you want to know?
• Interpreting the CSTPs?• Giving effective feedback?• Doing on-Line evaluations?• Coping with problems?• Other topics???
• Interpreting the CSTPs?• Giving effective feedback?• Doing on-Line evaluations?• Coping with problems?• Other topics???
Thank you for participating!!Thank you for
participating!!Concerns/Questions please contactYour University Supervisor:
•Eleanor Greenberg [email protected]
•Carol Shapiro [email protected]
•Sue Singer [email protected]
Or Sally Spencer (Teacher Education Coordinator) 818-677-6789 [email protected]
Concerns/Questions please contactYour University Supervisor:
•Eleanor Greenberg [email protected]
•Carol Shapiro [email protected]
•Sue Singer [email protected]
Or Sally Spencer (Teacher Education Coordinator) 818-677-6789 [email protected]