middle tennesse state university college of education

MTSU-Residency 1: Special Education

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RESIDENCY 1

Special Education Student Handbook

MIDDLE TENNESSE STATE UNIVERSITY

College of Education

Department of Elementary & Special Education

Zaf Khan, Ed.D.

University Supervisor [email protected] 615-904-8429 (office)

615-498-5678 (call or text) COE #397

FALL 2013 SPED 4210-4220

August 28, 2013


INTRODUCTION

Student learning. Responsive teaching. Reflective practice. Each of these is essential to the Special Education Residency Program’s vision of effective teaching. As members of the undergraduate residency program, you will be developing the skills, knowledge and dispositions of effective educators in an attempt to comprehensively demonstrate your professional progress and development by completing your tasks listed in your Residency I experience. Like all elements of this program, your experience with the Comprehensive Integrated Evidence of Performance (C-IEP) assessment tool will focus on Essentials of Effective Practice and Problem-Based Learning – what we believe effective special education teachers know and are able to do. PLACEMENT TIME SCHEDULE: (Two Options) 1. Monday, Wednesday & Friday – 8:00 am – 2:40 pm 2. Monday, Tuesday, Wednesday, Thursday & Friday – 7:30am – 11:30 am

SEMINAR/COURSEWORK TIME SCHEDULE: Wednesdays 9:10 am – 11:15 am COE 248 Special Note: Most seminars will be held at MTSU College of Education building while others will be held at select school sites. Some seminars will be co-taught by select faculty and practitioner school personnel and the university supervisor. (detailed time schedule and specific locations will be provided) REQUIRED READING (Articles and case studies provided by university supervisor) Seminar & Coursework: 1. Differentiated Instruction 2. Formative Assessment 3. Behavior Management (Applied Behavior Analysis) 4. Inclusive Teaching 5. Consultation & Collaboration 6. Other

FALL 2013 CALENDAR

August 24 - Classes Begin September 2 - Labor Day Holiday - No Classes October 12-15 - Fall Break - No Classes November 28-29 - Thanksgiving Holidays - No classes December 4 - Last Day of Classes December 5 - Study Day - No Classes

CEC ETHICAL PRINCIPLES FOR SPECIAL EDUCATION PROFESSIONALS

Professional special educators are guided by the CEC professional ethical principles and practice standards in ways that respect the diverse characteristics and needs of individuals with exceptionalities and their families. They are committed to upholding and advancing the following principles:

A. Maintaining challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality of life potential in ways that respect their dignity, culture, language, and background.

B. Maintaining a high level of professional competence and integrity and exercising professional judgment to benefit individuals with exceptionalities and their families.

C. Promoting meaningful and inclusive participation of individuals with exceptionalities in


their schools and communities. D. Practicing collegially with others who are providing services to individuals with

exceptionalities. E. Developing relationships with families based on mutual respect and actively involving

families and individuals with exceptionalities in educational decision making. F. Using evidence, instructional data, research and professional knowledge to inform practice. G. Protecting and supporting the physical and psychological safety of individuals with

exceptionalities. H. Neither engaging in nor tolerating any practice that harms individuals with exceptionalities. I. Practicing within the professional ethics, standards, and policies of CEC; upholding laws,

regulations, and policies that influence professional practice; and advocating improvements in laws, regulations, and policies.

J. Advocating for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities.

K. Engaging in the improvement of the profession through active participation in professional organizations.

L. Participating in the growth and dissemination of professional knowledge and skills. Adopted by the CEC Board of Directors, January 2010

EFFECTIVE SPECIAL EDUCATION TEACHERS make a measurable difference in student learning and engagement and accommodate for their specific learning challenges by exceeding expectations in six critical dimensions. The six program Essentials and their indicators, are listed below.

1. Commitment to Learning

Communicates love of learning to students, plans from self-examination, taps into students’ intrinsic motivation, draws students into subject-matter’s essence, appreciates diversity, commit to academic achievement for all students by establishing and meeting high expectations for student learning.

2. Deliberate Practice

• Philosophical Vision

Distills to deep purposes, beliefs, values, understanding examines assumptions, translates philosophy into practice

• Purposeful Design

Articulates relevant and rigorous goals, plans toward goals, monitors student progress regularly

• Articulate Observation

Interprets the details, understands student-teacher interaction patterns, aware of antecedents.

• Flexible Perception

Re-frames problems, implements solutions, makes decisions with student interest in mind.

• Reflective Process

Thinks about one’s own thinking, makes adjustments to understanding, feelings and future actions

3. Accountability for Student Learning

Designs accurate, fair, formative and authentic assessments, prepares students to succeed on both formal and informal assessments, uses assessment to monitor student progress, use


differentiated instruction teaching strategies that is equitably based on student’s academic, linguistic, and cultural strengths as identified through the analysis of formative and summative assessment data.

4. Teaching the Whole Student

• Teaching in Context

Collaborates with students’ out-of-school communities (family), engage students in an inclusive learning community that is responsive to students’ strengths and needs.

• Teaching Responsively

Adapts curriculum and instruction to students unique social, academic and behavioral needs, creates collaborative learning environment, plan strategic instruction and assessment integrating high-level academic concepts, skills and strategies that are accessible to all learners and connected to students’ lives.

• Teaching from Understanding

Teaches to students’ neurodevelopmental processes, understands student motivation, differentiates content, products, process in the act of teaching

5. Improvisation

Adapts easily and is flexible, embraces the unexpected classroom situations, has the ability to ‘think on your feet.’

6. Educational Leadership

Communicates compelling vision for enhancing special education program initiatives, participates in faculty meetings, assist lead teacher with educational innovations and reforms, lead with integrity and professionalism as a special educator (Read CEC Code of Ethics) and be an advocate to improve student learning through professional growth, reflective inquiry, and collaboration with colleagues. RESIDENT ROLES AND RESPONSIBILITIES Residents will participate in a rigorous and rewarding experience teaching and learning alongside a lead teacher focused on accelerating student achievement. Residents will closely follow the guidelines established within the Program Participant Agreement.

Professional Conduct Resident will:

Collaborate with lead teacher to improve student improvement. Follow the Resident Expectation Calendar. Ensure all conversations about students are objective, respectful, confidential, and conducted for the purpose of advocating for student success. You are a guest at your school and always remember that you represent MTSU. Build and maintain professional and courteous relationships with general education teachers, paraprofessionals, related service providers, lead teacher, and members of school community.


Resolve any issues that may arise by speaking directly to the person involved. If after conferring directly with the person involved and a resolution is not reached then contact university residency supervisor. Meet all deadlines established by the lead teacher, host school site principal, university supervisor, and/or faculty. Act, speak and dress professionally at all times. Residents may not consume food, beverages, chew gum, use cell phones or email when students are present. Ask your lead teacher for guidance on these expectations Follow all rules and guidelines established by host school site. Maintain an orderly work-space, be prepared and be organized. Participate at the host school site by taking on the same or similar responsibilities as the cooperating teacher. Use host school site resources (paper, computers, professional books, copy machines) for the purpose of student achievement. Using host school site resources for coursework may be appropriate per the approval of the lead teacher and/or school administration approval.

Attendance

Resident will:

Arrive at the school site on-time and be prepared to teach and learn.

Follow the school site’s daily schedule, for teachers. (Sometimes it will be necessary to work beyond the school day to complete tasks and fulfill responsibilities.)

Sign in and out each day at the host school site.

Attend all coursework and seminars. A Resident may not have more than two absences total from the host school site and the coursework. In the event of an unplanned absence the cooperating teacher and university supervisor must be contacted prior to 7:00 a.m. More than two absences may result in dismissal from the program. In the event of an unplanned absence the Resident must contact the university supervisor prior to the start of class.

Teaching and Learning

Resident will:

Check email daily and respond within 24 hours.

Share coursework and Teaching Expectations Calendar with the lead teacher.

Debrief with lead teacher daily to analyze lessons, student and Resident learning, and record reflections.


Participate in Resident and lead teacher weekly meetings to discuss progress and planning.

Participate in university supervisor and Resident planned meetings.

Participate in triad (Cooperating Teacher, University Supervisor & Resident) meetings either weekly and/or bi-weekly.

Use discussion and reflection protocols, tools and resources provided by the school, MTSU program and MTSU Library Resources to improve practice and student achievement.

Utilize video, assessment data, student work and other sources of data to reflect on teaching practice and student learning.

Failure to meet the expectations, as outlined in this Handbook, including excessive absences may disqualify a Resident from meeting the requirements of the program, and will therefore prevent the Resident from qualifying for Residency II. Residents may request special consideration for extenuating circumstances or emergencies from the Executive Director and appropriate Special Education Faculty.

COOPERATING TEACHER ROLES AND RESPONSIBILITIES

Cooperating teachers are the models and guides as Residents learn to become effective teachers. The cooperating teacher shares the classroom with the Resident, releasing the select responsibilities when appropriate to the Resident in meeting C-IEP requirements.

Cooperating Teachers will: Ensure Resident learning through a systematic integration of teaching responsibility. Foster Resident learning through guided debriefing and reflection. Model attributes of an effective teacher and mentor.

Focus on student achievement in the classroom and determine strategies to promote student achievement. Evaluate Resident learning using C-IEP observation guides and protocols. Two observations with reflective feedback will be required. Provide Resident with opportunities to co-teach and co-plan lessons focused on differentiation and effective content delivery, either in inclusive or in Resource/CDC (Comprehensive Development Class) classrooms. Debrief with Resident during planned meetings to analyze lessons, teachings strategies and student learning. Document use of discussion and reflection protocols, tools and resources provided by MTSU to improve practice and student achievement. Use video, anecdotal notes, observation notes, student work and other sources of data to


engage Resident in enhancing teaching practice and student learning. Facilitate a weekly meeting with Resident to coach Resident using observation notes, lesson plans, student work, and other collected data or C-IEP resources. Participate in university supervisor and Resident student meetings as needed. UNIVERSITY SUPERVISOR ROLES AND RESPONSIBILITIES The placement office, university supervisor, cooperating teacher, and school administrator will ensure that the Resident has suitable placement. Specific field experience-related responsibilities include:

• plan for and teach weekly seminars with cohort during the semester, help Residents make

theory/practice connections, and assess/evaluate Residents’ progress;

• conduct weekly/monthly site-based meetings with cooperating teachers and Residents together;

• provide feedback to Residents and lead teachers;

• maintain regular communication with Cooperating Teachers and Resident;

• consult with lead teacher, and Resident if the Resident’s performance is below State and

Program standards to determine if the Resident should continue in the program;

• provide support and guidance to Residents in conflict with their Cooperating Teacher or other school personnel;

• facilitate communication among all parties and attempt to resolve any issues that arise.

• consult with cooperating teachers on coaching and mentoring Residents;

• coordinate with lead teachers to evaluate the Resident’s proficient performance on selected

state standard elements and/or district benchmarks;

• assume responsibility for assigning a final grade in collaboration with cooperating teacher and other special education faculty seminar leaders in appropriate coursework/field experiences; seminar participation;

TEACHER RESIDENCY STUDENT CODE OF CONDUCT All Residents are expected to review the handbook documents thoroughly and sign and return the signature page. This signature page resides in the Residents’ file, and testifies that the candidate is aware of and agrees to comply with all that is contained in this code. Overview C-IEP is an intensive program. Residents succeed in the program by organizing their lives so that their experiences during Residency 1 are a primary commitment and focus. Policies


ensure that Residents’ experiences are continuous and cumulative. These policies also ensure that our undergraduates maintain the high standards of academic and professional excellence for which the Middle Tennessee State University Department of Elementary & Special Education is known. Course Attendance Policy 100% attendance in all classes is expected. Missing one class may affect the grade for the course. Missing more than one class may result in loss of credit for the course. In cases of extreme hardship or emergency, a Resident who misses multiple classes may petition the university supervisor, Dept. Chair and/or Executive Director to receive credit for the course. In the event that it is necessary to miss a class, Residents must contact the instructor at least three days prior to the class session. In the case of an emergency in which prior notification is impossible, Residents should speak to the instructor within 24 hours of the class meeting time. At the instructor’s discretion, late work due to an absence may result in a reduction of points or loss of credit for the assignment.

Grading Policy C-IEP is a performance-based program. In a performance-based program, grades serve a different purpose than they do in a traditional academic program. In a performance-based program, grades are indicators of the following matters: (1) timely progress in understanding and applying the knowledge base needed to perform at the proficient level; (2) intellectual engagement with the process of becoming a special education teacher; (3) ability to think, speak, and write at a undergraduate level; (4) ability to reflect on and incorporate insights gained from professional practice and personal experience; and (5) ability to critically analyze student strengths and challenges and change practice when appropriate. If a pattern of low performance or low engagement emerges in coursework/seminars or the Residency classroom experience, the university supervisor may advise the Resident to re-take the course or to withdraw from the program. Guest Status Policy Residents are expected to demonstrate professional behavior both during seminars and field placements. Residents recognize their “guest status” in field placements and student teaching and act accordingly. Residents in field placements must respect the confidentiality (FERPA-Family Education Rights Protection Act) of student records and exercise discretion in their discussions/observations with students and faculty.

TIMESHEET INSTRUCTIONS All Residents must submit timesheets for every week they are enrolled in the program. Residents are responsible for submitting timesheets in a complete and accurate manner. Timesheets are inclusive of all Residency experiences, including: teaching planning, grading, professional development, coursework, meeting with colleagues, students and families. All timesheets must be signed and dated by the Resident and verified by signature of Lead Teacher in blue or black ink.


Timesheets are: Completed monthly – the week starts on Monday and ends on Friday. Required to be signed and dated by the Resident and the lead teacher. Submitted every first Wednesday of the month at Seminar. If a Resident is absent from seminar, the timesheet may be faxed to the University Supervisor. Please consult the following documents related to timesheets: The schedule of when timesheets are due. A blank timesheet which can be filled out electronically and printed. This timesheet must be signed and submitted to the university supervisor as dated.

FALL 2013 Timesheet Months Due Date

August Wednesday, September 2nd

September Wednesday, October 7th

October Wednesday, November 4th

November Wednesday, December 2nd

Lead Teacher Signs Below University Supervisor Signs Below

Sept- Sept -

Oct - Oct -

Nov- Nov -

Dec - Dec -

Note: Aug 28, 2013 (1st day of class)

TIME SHEET Resident Name: _________________________________________Month:__________________ Week of: Arrival Time Departure

Time Total Hours

Monday: Tuesday: Wednesday: Thursday: Friday: Week of: Arrival Time Departure

Time Total Hours

Monday:


Tuesday: Wednesday: Thursday: Friday: Week of: Arrival Time Departure

Time Total Hours


Time Total Hours


Time Total Hours

Monday: Tuesday: Wednesday: Thursday: Friday: Resident Signature: ______________________________________ Date: _______________ Cooperating Teacher Signature: _______________________________ Date: _______________ UNDER PERFORMING STUDENT PROTOCOL

Program participants are evaluated on a monthly basis and are given regular feedback regarding their progress towards successful completion of the Residency. Residents are evaluated monthly using the C-IEP.

Plan of Support: In either coursework, seminars or field work, if Resident in not demonstrating progress, or is not meeting program guidelines, the following steps will be initiated:


Steps: A meeting will be held at the host school site and the Resident, coopearting teacher and university supervisor will review the data regarding Resident progress and develop a cohesive plan of support. The plan will include the following:

1. Specific areas in which the Resident will focus, aligned to the C-IEP 2. Description of additional supports that will be put into place for the Resident 3. Roles and responsibilities for both the Resident and cooperating teacher aligned to the area of concern 4. Specific timeline for review of Resident progress, including review of any deliverables or evidence of progress 5. After one month the plan will be reviewed and a determination will be made regarding the following options: a. Discontinue plan of support, Resident returns to ‘on-track’ status b. Continue with plan of support with regular checks for evaluation c. Escalate plan to plan of probation with specific evaluation structures

Plan of Probation: A plan of probation is put into place due to one of the following reasons:

1. A Resident is not showing growth under the plan of support and is not on track to complete the program. 2. A Resident exhibit unprofessional or otherwise inappropriate conduct. A Plan of Probation will include the following: Specific areas in which the Resident will focus, aligned to the C-IEP assessment tool. Description of additional supports that will be put into place for the Resident Roles and responsibilities for both the Resident and Cooperating Teacher aligned to the area of concern Specific timeline for review of Resident progress, including review of any deliverables or evidence of progress After one month the plan will be reviewed and a determination will be made regarding the following options: a. Discontinue plan of probation, Resident moves to plan of remediation b. Continue with plan of remediation with regular checks for evaluation


c. Exit from the program

Program Termination: If it is determined that the candidate has not made sufficient progress, a letter of dismissal and an email will be delivered to the candidate at her/his home address outlining: The last day to visit her/his field placement classroom for the purpose of saying goodbye to students and staff members The last day the Resident is expected to attend academic courses or program functions Any financial obligations associated with dismissal from the program

Suspension of Field Placement: A Resident exhibiting unprofessional behavior may be temporarily suspended by the Department Chair (Elementary & Special Education), the Executive Director and/or the University Supervisor from participating in further field activities upon immediate notice of such inappropriate behavior(s). A remediation program may also be specified along with formal evaluation criteria to determine if the unprofessional conduct has been remedied. Following remediation, select special education department members will determine if the probation should be lifted, continued or if the candidate should be dismissed from the program.

Academic Underperformance: A candidate may be placed on probation or exited from the program for academic underperformance, as defined by failure to demonstrate appropriate academic development consistent with their course of study, such as low GPA or low performance in coursework and seminar participation. GUIDING PRINCIPLES These principles describe the teacher candidate’s approach to teacher learning and are intended to help the program achieve its vision and fulfill its mission. These represent many of the program’s core beliefs about structures and processes that support high quality learning experiences for Residents, for lead teachers, and ultimately, for students. Our intention is to apply these principles when designing and facilitating learning experiences, and to use them as a benchmark to hold ourselves accountable to the program vision and mission. THEORY AND PRACTICE ARE TIGHTLY WOVEN TOGETHER Residents engage in rigorous theoretical study and simultaneously engage in experiential learning in the classroom with real students and with real dilemmas of practice. In this model, theory and practice feed off one another. Residents and lead teachers learn to understand the cyclical nature of applying theory to practice: How does knowing the theory deepen understanding of the practical applications, AND how does knowing the realities of classroom life and students help the theory become more relevant and meaningful? REFLECTION, BOTH INDIVIDUAL AND SOCIAL, FOSTERS TEACHERS’ ONGOING


LEARNING AND GROWTH Developing the disposition and habits of a reflective practitioner allows teachers to continually add to their understanding and learning over time. Teaching is embraced as a public practice rather than an isolated activity conducted behind closed doors. Classroom artifacts representing student and teacher work and dilemmas of practice are examined and discussed collaboratively in inquiry groups. Residents take time to observe and learn from their practice and engage regularly in written and oral reflection on their own growth and learning.

SMALL, COLLABORATIVE COMMUNITIES CREATE A POWERFUL AND SAFE PLACE FOR LEARNING OVER TIME Residents will move through the program as a cohort, take most of their classes together, engage in collaborative learning experiences such as seminars and field experiences in the community, and support and challenge each other’s learning and assumptions throughout the whole program. The cohort group fosters the creation of strong relationships and of individualized, personalized attention to learning. Cooperating teachers will also engage in collaborative, reflective learning together while assisting the learning of Residents. Residents and lead teachers working on the same school-based teaching teams also have additional opportunities to work and grow in Professional Learning Communities (PLC’s). PARTICIPANTS’ LEARNING EXPERIENCES ARE BASED ON THE SAME VISION OF POWERFUL PEDAGOGY WITH WHICH THEY ARE EXPECTED TO TEACH THEIR OWN STUDENTS In order to reshape and transform traditional views of teaching and learning in special education, Residents and Lead Teachers experience learning in the same research-based, interactive ways that they are expected to teach. Residents experience learning as part of the teaching residence. As part of every course/seminar, participants have opportunities to explicitly reflect on the question, “How can you apply what you are discovering about yourself as a learner to your own teaching?” Residents “practice what they preach” and are also meta-cognitive (thinking about their thinking) about their own processes of planning, instruction, assessment, etc., to provide additional models of teaching. INSTRUCTION, CURRICULUM, AND ASSESSMENT ARE DRIVEN BY PRINCIPLES OF INTEGRATION, RESPONSIVE TEACHING, MEANINGFULNESS AND AUTHENTICITY Course work and planned seminars attempts to seek a balance between going in-depth with certain topics but also taking advantage of natural opportunities for integration (for example, classroom management and theories of motivation might be explored jointly). Assignments and assessments in all courses/seminars allow Residents to engage in meaningful projects and “assessment events” and create useful products that help develop the skills and dispositions of competent, inquiring teachers. Residents develop a portfolio throughout Residency 1. The Teacher Work Sample [TWS] Portfolio is a collection of exemplars of the “real work” of a special education teacher, including at least one video clip and related classroom artifacts. The TWS addresses the question, what should a teacher know and be able to do? and demonstrates the synthesis of a Resident’s thinking, planning, instruction, assessment, and reflection on teaching and learning.


It attempts to address all aspects of the life of a teacher with an emphasis on deep knowledge of students and the interconnectedness of curriculum design, instruction, and assessment in order to foster student learning. RESIDENTS NEED TO MAKE EVERY EFFORT TO MEET THE INDIVIDUAL NEEDS OF DIVERSE STUDENTS To fully adapt and differentiate instruction, curriculum, and classroom management to serve the needs of all students in the classroom, Residents must have the ability to detect, analyze, and strategize ways to alter their teaching practice to better meet the needs of diverse students—e.g., those with special learning needs those achieving below grade level, English language learners, high poverty students, struggling readers/writers. Differentiation of instruction will be an ongoing topic of discussion in coursework/seminars and will be focused on explicitly in course on meeting the special needs of students. ALL RESIDENTS ARE RESEARCHERS AND NEED TO KNOW HOW TO USE DATA IN MULTIPLE WAYS Residents, as professionals, must be able to use the analytical tools of educational research in order to make sense of, critique, and apply results of published research as well as to conduct inquiry into one’s own practice. Throughout the program, in virtually all seminars, Residents will develop the dispositions of researchers and explore the role that research, inquiry, and reflection play in shaping understanding of teaching practice. Residents will explore the many possibilities for what “counts” as data, and how data can be used effectively and richly to inform instructional decision-making. PEDAGOGY AND CURRICULUM NEED TO BE CULTURALLY RELEVANT AND RESPONSIVE The most effective teachers of diverse students engage in culturally relevant pedagogy. The program’s course of study will work to develop teachers’ awareness and skills in the following three areas of culturally relevant pedagogy (please see the following source for more details Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.): ACADEMIC ACHIEVEMENT: THE TEACHER CANDIDATE…

• presumes that all students can learn. • clearly delineates what achievement means in the context of his or her classroom. • knows the content, the learner, and how to teach the content to the learner. • supports a critical consciousness toward the curriculum. • encourages academic achievement as a complex conception not amenable to a single, static

measurement.

CULTURAL COMPETENCE: THE TEACHER CANDIDATE… • understands culture and its role in education. • takes responsibility for learning about students’ culture and community. • uses student culture as a basis for learning. • promotes a flexible use of students’ local and global culture.


SOCIOPOLITICAL CONSCIOUSNESS: THE TEACHER CANDIDATE…

• knows the larger sociopolitical context of the school-community-nation-world. • has an investment in the public good. • plans and implements academic experiences that connect students to the larger social

context. • believes that students’ success has consequences for his or her own quality of life.

Throughout your Residency, you will use the Essentials and their corresponding indicators as a framework to offer evidence of and reflect on your development as a teacher. This document explains how to accomplish these goals, including descriptions of the five required components and templates to use in your final product.

STRUCTURE OF THE RESIDENCY ASSESSMENT PROJECT (C-IEP)

This project contains six components based on TEAM & edTPA frameworks:

1. Framework Report and Overview

2. Professional Review, Reflection, and Self-Evaluation

3. Instructional Lesson Plan/Unit Reflection

4. Student Work Analysis

5. Self-Assessment Inventory

6. Professional Development and Educational Leadership Action Plan

Through each component you will be expected to demonstrate how the Essentials of Effective Practice and their Indicators are manifested in your practice and connected to your course work and overall experience as an undergraduate student.

OVERVIEW OF C-IEP COMPONENTS

1. Framework Report and Overview

The purpose of the Framework Report and Overview is to provide the C-IEP Assessor with guidance to understanding both your unique teaching situation and how you have organized the C-IEP itself. Remember, the C-IEP Assessor will not be able to ask you questions while evaluating your portfolio, so you must be as clear and helpful as possible in developing this section.

Part I of the Classroom Framework Report and Overview is a description of the context in which you teach. This section consists of:

A. A class profile in which you describe for the Assessor the specific characteristics of your classroom as a learning environment that might distinguish it from other classrooms. Who are the students with whom you work? What are the particular learning strengths and challenges faced by your students? How is your classroom organized for instruction, in accordance to your students’ varied learning needs? Are there any other teachers, paraprofessionals, related service providers, etc. who work with you and your students on a regular basis?

B. An outline of a typical daily schedule.


C. A description of your daily routine.

As you develop this section, keep in mind that this is your opportunity to ensure that C-IEP assessors are familiar with the uniqueness of your teaching assignment. Remember, however, that the main objective is to paint a picture of your current classroom(s) for the C-IEP Assessor. The class profile form is included in the C-IEP appendices. You may use any format for the daily schedule and the description of a typical day in your classroom.

Part II of the Classroom Framework Report and Overview serves as a guide to the remaining sections of the C-IEP. The most important information you need to convey is how you are addressing the Essentials of Effective Practice throughout the C-IEP, and where the C-IEP Assessor will find artifacts/evidence of your development as a special education teacher in ways that link directly to the Essentials.

As you work on this section, think of it as a table of contents. Remember, it is not up to the C-IEP Assessor to hunt for evidence that you are meeting or making progress towards meeting the Essentials; it is up to you to explicitly point them to the evidence contained in the portfolio. Be sure to include a completed copy of the template provided in the Appendices.

C-IEP Classroom Framework Report and Overview • Complete the Class Profile Form and insert it into your C-IEP Binder • Compose and insert into your C-IEP Binder a schedule and a brief

description of a typical day in your classroom

• Insert the completed Part II template into your C-IEP Binder which serves as a guide to finding the artifacts/evidence that you are meeting or making progress towards meeting each of the Essentials of Effective Practice.

2. Professional Review, Reflection, and Self-Evaluation

If Part II of the Framework Report and Overview served as a table of contents to the rest of the C-IEP, then the Professional Review, Reflection, and Self-Evaluation component is the place to expand on what you outlined, in terms of connecting your development as a special educator with the Essentials of Effective Practice.

You are to review, reflect upon, examine, analyze, critique, and document your progress as a teacher throughout your Residency experience. Your 5-6 page Professional Review, Reflection, and Self-Evaluation report details your professional journey and builds on carefully self-selected artifacts as evidence of your progress, using the Essentials as a framework. In this component you must include 5 artifacts; your reflection should incorporate a specific and thorough rationale for the inclusion of each artifact as well as address your own assessment of your professional growth and development towards the Essentials of Effective Practice.

Part I – Evidencing Philosophies of your previous coursework and seminar participation will be critical when writing this component.

Make sure you include a copy of each selected artifact after the 5-6 page reflection paper.


Tips to Consider… The Professional Review, Reflection, and Self-Evaluation can follow many different formats; it is up to you to decide how you want to discuss and offer evidence of your development as a teacher during your Residency 1 placement.

Take the time to thoroughly explain both why the artifacts were chosen and how they demonstrate your development as a special educator in relation to the Essentials.

Possible artifacts include, but are not limited to:

• Coursework/Seminar papers and special projects

• Communication with students, parents/guardians, para-professionals, other school personnel

• Copies and/or photographs of student work, bulletin boards, class projects

• Instructional unit and lesson plan, IEP components

• Behavior and/or assessment rubrics, curriculum accommodations

• Formal Observation/Evaluations, inclusion, consultation, collaboration

Be sure to include a variety of artifacts—i.e., do not limit yourself to lesson plans or papers from coursework. It is advantageous to provide a range of examples of your professional growth and thoroughly explain the ways in which they provide evidence of your professional development in relation to the Essentials. Highlight your progress, and remember that thoughtfully chosen artifacts and clear, professional writing will help to convey your growth. Also keep in mind that the goal is to carefully consider your development as a special educator and demonstrate competence as an effective practitioner in the areas of the Essentials and their indicators. Consider the following questions to guide your reflection and self-evaluation:

• What are your views on teaching, learning, and development, student success, student achievement, and other relevant issues? Give examples of any of your views which have changed or been expanded during your years with the program, and explain both how and why these changes have occurred.

• What are the indicators of your professionalism as a teacher, as these relate specifically to each of the Essentials? What artifacts/evidence will serve to demonstrate the connection between your professionalism and each of the Essentials?


Professional Review, Reflection, and Self-Evaluation

Select 5 artifacts that demonstrate your progress with regard to each Essential and its indicators

o Remember that an artifact may provide evidence of your development in more than one Essential

o Be sure that artifacts illustrate your growth over time Reflect on your progress with regards to each Essential, providing a rationale for why you have chosen the artifacts and how these provide evidence of your development in the areas of the Essentials and their indicators (5-6 pages total) Attach copies of the selected artifacts to this section of your C-IEP.

3. Lesson Plan Reflection

A teacher’s purposefully designed and implemented standards-based lesson plan helps to facilitate student learning. The lesson plan you include in this section should be approximately 5-6 pages in length. The selected lesson plan must be carefully written using model the Backward Design process.

The Lesson Plan Reflection should include the following sections, which are explained in further detail below:

I. Statement of Purpose

II. Pre-Assessments, Formative Assessments & Summative Assessments

III. Differentiation by Content, Process & Product

IV. Overall Efficacy of the Lesson

I. Statement of Purpose

Purpose: To present a framework explaining your intentions in designing and implementing this lesson plan. It should also present the rationale for the way in which this lesson plan fits in with previous units in the semester and the lessons that will follow.

Questions to Consider:

a. Where and how does this lesson plan fit within the context of the rest of the semester and/or year?

b. How did the work you have previously done with your students inform your planning for this lesson?

c. What were your intentions in designing this lesson?

d. What did you want your students to know and be able to do as a result of their experiences with this lesson?

e. How has this lesson plan moved your students closer to where and who you want them to be when they leave your class at the end of the semester?


II. Pre-Assessments, Formative Assessments, & Summative Assessments

Purpose: To gather evidence, reflect on its meaning and shape your teaching strategies, offering us understandings of our students that can be used to make instructional decisions responsive to the unique needs, interests, and understandings of each learner.

Components:

a. Include 3 various, differentiated assessments from this lesson plan that provide evidence of understanding. (Optional Reference: Refer to the 6 Facets of Understanding by Wiggins & McTighe)

b. Reflection on how the assessments helped guide instructional choices

Possible examples of different types of evidence of learning can include, but are not limited to:

• Classroom quizzes

• Criterion Tests

• Performance tasks

• Projects

• Teacher observations

• Portfolios of student work

• Curriculum-based assessments


i. How did you select your assessment methods for this lesson plan?

ii. What criteria were used for assessment in this lesson plan?

III. Differentiation by Modality

Purpose: To provide evidence of differentiation (accommodations/adaptations/adaptations) throughout instruction by interest, readiness, content, process, product, etc.


i. To what extent did you actively seek to understand your students’ knowledge, skills, and talents to provide an appropriate match for learning needs?

ii. To what extent did you build a large and diverse repertoire of instructional strategies?

iii. To what extent did you organize your classroom for your students’ learning or for your teaching?

iv. To what extent did you push students to become their own educational advocates?

IV. Overall Effectiveness of Lesson Plan


Purpose: To measure the effectiveness of your lesson plan by evaluating student performance within the lesson, to discuss individual student progress as compared to your stated desired results, and discuss the steps you would take to revise the lesson.


i. What changes can be made to make the lesson stronger?

ii. What can you do to increase the quality of work your students produce?

4. Student Work Analysis

Effective educators must carefully review several sources of information to reach informed conclusions about their students’ academic progress. Effective educators also realize that giving students the desired objectives and measuring their learning at the end of the process is not enough. In order to establish a plan for forward progress for a particular student, the teacher must take responsibility for the instructional choices that played a role in moving students toward those objectives, especially in their IEP’s.

A thorough analysis of student work affords Residents the opportunity to both evaluate their instructional choices and to determine the reasons behind particular student outcomes. This analysis allows a Resident to move beyond the superficial reasons that may account for a student’s successes or failures, and to more effectively move a student toward positive outcomes by assessing the teacher’s own role in promoting student success. This process then necessarily requires not only an analysis of the student’s work, but also requires an honest analysis of the Resident’s instructional choices and assessment measures that shaped the student’s final product.

Logistics:

• Select three students in your class whose work would be representative of high, medium, and lower levels of achievement.

• Collect three pieces of work from each of the three students, thus totaling 9 pieces of work to be submitted in this C-IEP component.


Tips to Consider…

In choosing which student work samples to analyze, there are a couple of tips that you may want to keep in mind.

First, in order to paint a picture of how students learned throughout the unit, you may want to consider choosing assessments that truly demonstrate varied stages of student learning throughout the unit. Remember that the more information you can obtain from the assessment, the better choice it is for analysis.

Second, although not required, there are some possible benefits of choosing the same three assessments for each of the three students. Choosing the same three assessments may allow you to more easily discuss each student’s progress in relation to the same goals and objectives. Further, you may be better able to reflect on the overall efficacy of your lesson by focusing on the same three data points.

Process:

After collecting the student work, there are three steps you should take to ensure a thorough analysis. For each part of this process, think about your desired outcomes and the steps you took to help students with disabilities reach those outcomes. Then consider the students’ work as it informs your conclusions about both the student’s progress individually and the unit as a whole.

Part A - Design:

a. Thinking about your desired results, learning goals and objectives, detail your objectives in general for the class, and then individually for the three students whose work you collected.

Part B - Implementation:

Utilizing the 9 pieces of work collected from the three students:

Looking at each individual student separately, analyze each piece of work to paint a detailed picture of that student’s progress in the lesson as measured against the goals outlined above in Part A.

i. Describe and evaluate your instructional choices and their impact on individual

student progress. In considering your instructional choices, think about your learning experiences, assessments, and instructional delivery.

ii. Consider the student work samples collectively, and evaluate the efficacy of your

overall lesson, in relation to the target learning/performance goals and lesson objectives.

5. Self-Assessment Inventory

Your responsibility for this component is to write a self-assessment (5-7 pages), describing how the observation description provides evidence of how the Essentials of Effective Practice are manifested in your growth and development as a practitioner during your Residency. In addition to the University supervisor’s Observation Report, you must also include and refer


to your cooperating teachers’ recommendations for improvement.

A University Supervisor will contact you to schedule observations of your classroom. The University Supervisor will complete a running description of what happens in your classroom during a 30-60 minute observation period. The purpose of these observations is twofold -- to provide the C-IEP assessor a description of a moment of your practice and to allow you to do a self-assessment based on what an objective outsider sees in your classroom. While this piece of evidence of your development as a special education teacher is naturally limited in scope, the observation does provide the opportunity to see your classroom in action. The university supervisor will give you a copy of the running description, which is to be included in your C-IEP.

Your self-assessment should be based on the following questions:

a. How are the Essentials of Effective Practice reflected in the observation?

b. What did you learn from the observation?

c. What would you add about your teaching practice that was unable to be assessed through the observation?

d. Was there a common thread throughout all observations and reflections?

e. In addition to your University Supervisor input, seminars attended and mentoring experience, which theories and/or theorists have influenced your practice?

A template for the Observation Report that your University Supervisor will complete can be found in the appendices of this document.

Field Consultant Observation and Self-Assessment

A MTSU University Supervisor will contact you to schedule an observation Insert the completed University Supervisor Observation Report in your C-IEP binder, in addition to the two reflection papers. Write a self-assessment report responding to the following questions:

How are the Essentials of Effective Practice reflected in the observation? § What did you learn from the observation? § What would you add about your teaching practice that was unable

to be assessed through the observation? § Was there a common thread throughout all three observations and

reflections? § In addition to your University Supervisor input, seminars attended

and mentoring experiences, which theories and/or theorists have influenced your practice?

6. Professional Development and Educational Leadership Action Plan

Learning to be an effective educator is not the final destination but a continual, cyclical process. The Essentials of Effective Practice embody on-going development and constant


learning. You are not expected to have perfected your practice within each Essential. Through the Professional Development and Educational Leadership Action Plan, you are to consider how you will continue to develop the Essentials in your practice and how you will impact the greater field of education as a leader.

As you begin writing your C-IEP Professional Development and Educational Leadership Action Plan, consider different points in time along your Residency journey. Reviewing these snapshots of your development may help you to articulate your past goals and conceptualize your future educational goals.:

After reflecting on the seminar topics covered, provide a summative analysis of your past philosophy statement, with respect to the Essentials of Effective Practice. Then, discuss why and how your teaching philosophy has changed. Refer to 3 theorists whose work has influenced the development of your philosophy. Use this analysis to identify 2-3 future professional development goals as you look forward in your career as an educator and leader. Thoroughly detail the steps that you will take to accomplish these goals which should speak to your leadership and development both now and in your future Residency 2 placement. Also, provide a plan that describes how and when you will reassess the goals again, how you will measure the extent to which you accomplished them, and how the goals relate to the Essentials.

Professional Development and Educational Leadership Plan Steps:

o Review notes from the seminars you attended o Analyze these documents and identify themes or trends in terms of your

teaching philosophy statement;

Discuss how and why your philosophy has changed o Identify and refer to 3 theorists whose work has influenced the

development of your teaching philosophy o Select two – three professional growth and development goals that relate

to your 3rd year and beyond as an educator Write a detailed action plan that demonstrates how you will reach these goals; how the goals demonstrate leadership both in your classroom and beyond; how you will measure your effectiveness in reaching the goals set; and finally, how these goals relate to the Essentials of Effective Practice

Academic Expectations

The C-IEP Assessment Project must employ clear, professional, and edited writing throughout the project in order to accurately and effectively convey their growth. Cheating and plagiarism are contrary to the purpose of any education institution and will be dealt with most severely if


students' work is to have any validity. Plagiarism is the appropriation of words or ideas of another without recognition of the source. (see MTSU Academic Integrity Policy) MTSU reserves the right to deny graduation and certification to any Residency Student whose is found to have falsified any portion of the C-IEP or the contents within it.

C-IEP Submission

Your completed C-IEP binder must be submitted to your University Supervisor at the end of your Residency semester.

C-IEP Assessment

The C-IEP is a pass/fail assessment. Your C-IEP will be assessed according to the degree to which you demonstrate progress on the Essentials of Effective Practice as described by the indicators listed in the Essentials of Effective Practice document. Please remember that clear, professional, and edited writing will help C-IEP assessors see the progress you aim to demonstrate in this project.

The assessment process functions in the following way:

One external assessor (Cooperating Teacher or SPED Professor) besides the University Supervisor will read and score each C-IEP.

i. If each assessor assigns the same pass or fail score, then the C-IEP is awarded that score.

ii. If scores are discrepant, then a third assessor will evaluate the C-IEP.

The common score awarded by two of the three assessors will be the final score.

Assessors utilize a common scoring tool and set of benchmarks to score each C-IEP. The rubric is based on the Essentials and every indicator of each Essential. The C-IEP Guidelines will help you to provide evidence of your development as an educator in the Essential areas throughout your entire C-IEP.

In the event that your C-IEP does not receive a passing score, a one-time resubmission is permitted. The deadline for resubmissions will be announced well in advance of the date.

Appendices

The appendices section includes the following documents:

• C-IEP Binder Assembly Instructions

• Title Page

• Class Profile Form

• Framework Report and Overview Part II template

• Observation Report form • Resident Handbook Signature Page • Resident Expectation Calendar – FALL 2013 – SPED 4210-4220 • C-IEP RUBRIC/BENCHMARKS


C-IEP

Comprehensive Integrated Evidence of Performance

Assessment Tool

Appendices


C-IEP Binder Assembly Instructions

Assembling your C-IEP Binder

For your convenience and to facilitate the assessment process, this section contains instructions for putting your C-IEP Binder together.

Materials

You will need the following materials:

-2” three- ring binder

-5 index tab dividers clearly labeled:

Framework Report and Overview

Professional Review, Reflection, and Self-Evaluation

Instructional Unit Reflection

Student Work Analysis

Self-Assessment Inventory

Professional Development and Educational Leadership Action Plan


Content and Organization

The table below outlines the labels and content for each section of your C-IEP binder

Tab Labels Section Contents

Title Page Place completed, signed Title Page in front of the first tab divider.

Framework Report and Overview

Class Profile Form

Daily Schedule Description of a typical day in your classroom Completed Part II template

Professional Professional Reflection

Review, Reflection, Copies of selected artifacts and Self-

Evaluation

Lesson Plan Statement of Purpose

Reflection Pre-Unit Assessments, Formative Assessments & Summative Assessments Differentiation by Modalities Overall Efficacy of Unit

Student Work 9 piece of work from 3 different students

Analysis Student Work Analysis

Self-Assessment Observation Report form

Inventory Copies of the two first year teaching reflections Responses to observation reflection questions listed in C-IEP guidelines

Professional Revisit philosophy statement

Development and Identify 3 theories/theorists who have influenced the development of your teaching philosophy Identify 2-3 professional development goals as you look forward in your career as an educator, detailing the steps that you will take to accomplish these goals, when you will reassess them again, and how you will measure the extent to which you accomplished them.

Educational

Leadership Action

Plan


C-IEP PROJECT Name: _________________________________________________________________

Current Address: _______________________________________________________

Permanent Address: _____________________________________________________

School: ____________________________ Region: ____________________________

Teaching Assignment Information:

□ Elementary (K-3) □ Elementary (4-6) □ Secondary (7-9) □ Secondary (10-12)

Certification Area:

□ Students with Disabilities – Mild/Moderate

□ Students with Disabilities - Comprehensive

Specific Grade Level(s): ________________ Content Area(s): _______________________

C-IEP Verification:

I verify that, to the best of my knowledge, this C-IEP contains my authentic work and the authentic work of my students. I understand that MTSU reserves the right to deny graduation and certification if I am found to have falsified any portion of this C-IEP or the contents within it.

Permission to Use C-IEP for Instructional and Research Purposes:

□ I do not grant the MTSU Residency Program permission to use the contents of this

C-IEP for instructional and research purposes.

Printed Name: _____________________________________________________

Signature: _________________________________________________________

Date: ______________________________


2013 Class Profile Form

Framework Report and Overview Part II Template

I. Commitment to Learning

Indicator Evidence Page

A. Communicates love of learning to students

B. Plans from self-examination

C. Taps into students’ intrinsic motivation

D. Draws students into subject-matter’s essence

II. Deliberate Practice


1. Philosophical Vision

A. Distills to deep purposes

B. Examines assumptions

C. Translates philosophy into practice


2. Purposeful Design

A. Articulates deep goals

B. Plans toward goals

C. Checks student progress

3. Articulate Observation

A. Interprets the details

B. Sees richly

4. Flexible Perception

A. Re-frames problems

B. Implements solutions

5. Reflective Practice

A. Reflects articulately

B. Gets back to the drawing board

C. Revises understanding

D. Moves on

III. Accountability for Student Learning


A. Designs accurate, fair, authentic assessments


B. Prepares students to succeed on required, external exams

C. Uses assessment for education as well as evaluation

IV. Teaching the Whole Student


1. Teaching in context A. Collaborates with students’ out-of-school communities

2. Teaching responsively

A. Adapts instruction to students

B. Creates collaborative learning environment

3. Teaching from understanding

A. Teaches to students’ process

B. Understands student motivation

V. Improvisation


A. Tunes in deeply

B. Tunes in widely

C. Embraces the unexpected


VI. Educational Leadership


A. Communicates compelling vision

B, Participates in school change

C. Leads reform


Observation Report Form

Name: ___________________________ Date: _____________________________

Grade: __________________________ Subject: __________________________

Start time: _______________________ End time: _________________________

Class Objectives: _______________________________________________________ Candidate was involved in the following activities when observed (underline all that apply): Whole class instruction Guiding independent work Testing Students Small Group work Other

Teacher actions/Student actions/Classroom environment

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

______________________________________________________________________________


RESIDENT HANDBOOK SIGNATURE PAGE The Residency Student Handbook is the official information and policies regarding your affiliation with Teacher Residency. Please print and sign this form and submit to the University Supervisor. Statement of Compliance “I have read the SPED Residency 1 Student Handbook. I understand that it is my responsibility to act in accord with all policies and requirements, and to clarify any questions that I may have regarding its contents.”

Resident Printed Name:

___________________________________________________________

Resident Signature:

______________________________________________________________ Date: _______________


REFERENCES

Anderson, L., & Stillman, J. (2013). Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-Needs Contexts. Review Of Educational Research, 83(1), 3-69. Angelo, T. A. & Cross, P. K. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass. Aydeniz, M., Cihak, D., Graham, S., & Retinger, L. (2012). USING INQUIRY-BASED INSTRUCTION FOR TEACHING SCIENCE TO STUDENTS WITH LEARNING DISABILITIES. International Journal Of Special Education, 27(2), 189-206. Practical Guide for Special Education Professionals Lisa R. Churchill, California State University, Chico Rita Mulholland, Richard Stockton College Michelle R. Cepello, California State University, Chico Allal, L., & Lopez, L. M. (2005). Formative assessment of learning: A review of publications in French. In Organisation for Economic Co-operation and Development (Ed.), Formative assessment: Improving learning in secondary classrooms. Centre for Educational Research and Innovation. Assessment Reform Group (2002). Testing, motivation, and learning. University of Cambridge Faculty of Education. Cambridge, UK. Black, P. and William, D. (1998, March). Assessment and classroom learning. Assessment in Education, pp. 7-74. Boyd, Barry L. (2001). Formative Classroom Assessment: Learner Focused. The Agricultural Education Magazine, 73, 5. Bell, B., & Cowie, B. (2000). The characteristics of formative assessment in science education. New York, NY: John Wiley.

Black, P., Harrison, C., Lee, C., Marhsla, B., & Wiliam, D. (2003). Working inside the black box: assessment for learning in the classroom. Phi Delta Kappan, 86(1), 9-21. Beausaert, S., Segers, M., & Wiltink, D. (2013). The influence of teachers’ teaching approaches on students’ learning approaches: the student perspective. Educational Research, 55(1), 1-15. Cahalan, J. (2013). Teaching Classroom Videorecording Analysis to Graduate Students: Strategies for Observation and Improvement. College Teaching, 61(2), 44-50 De Bono, E. (1999). Six thinking hats. Boston: Little Brown. Fantozzi, V. (2012). Making Meaning in Student Teaching. Action In Teacher Education, 34(2), 146-158. Hanson, H. F., Strong, R. J., Schwartz, R. W., & Silver, P. B. (1996). Learning styles and strategies. Woodbridge, NJ: Thoughtful Education Press. Hager, K. (2012). Self-Monitoring as a Strategy to Increase Student Teachers' Use of Effective


Teaching Practices. Rural Special Education Quarterly, 31(4), 9-17. Hall, P., & West, J. (2011). Potential predictors of student teaching performance: Considering emotional intelligence. Issues In Educational Research, 21(2), 145-161. Hobson, L., Harris, D., Buckner-Manley, K., & Smith, P. (2012). The Importance of Mentoring Novice and Pre-Service Teachers: Findings from a HBCU Student Teaching Program. Educational Foundations, 26(3/4), 67-80. Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: ASCD. Organisation for Economic Co-operation and Development. (2005). Formative assessment: Improving student learning in secondary classrooms. Centre for Educational Research and Innovation. Popham, W.J., (2008). Transformative assessment. Alexandria, Virginia: Association for Supervision and Curriculum Development. Keely, P., Eberle, F. & Farrin, L. (2006). Uncovering student ideas in science. Arlington, VA: NSTA Press Johnson, D. W.; Johnson, R.T.; and Houlbec, E. J. (1993). Circles of learning. London: Routledge Press. Johnston, P., Almerico, G., Henriott, D., & Shapiro, M. (2011). DESCRIPTIONS OF DISPOSITIONS FOR ASSESSMENT IN PRE-SERVICE TEACHER EDUCATION FIELD EXPERIENCES. Education, 132(2), 391-401. Israel, M., Maynard, K., & Williamson, P. (2013). Promoting Literacy- Embedded, Authentic STEM Instruction for Students With Disabilities and Other Struggling Learners. Teaching Exceptional Children, 45(4), 18-25. Larkin, D. (2013). 10 things to know about mentoring student teachers. Phi Delta Kappan, 94(7), 38-43. Lawler, J. C., Neuber, G. A., and Stover, L.T. (1993). Creating interactive environments in secondary school. Washington:National Education Association. Lee, J., Tice, K., Collins, D., Brown, A., Smith, C., & Fox, J. (2012). Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness. Educational Research Quarterly, 36(2), 3-19. PI-SUI HSU1, p. (2013). Examining Changes of Preservice Teachers' Beliefs About Technology Integration During Student Teaching. Journal Of Technology & Teacher Education, 21(1), 27-48. SAWCHUK, S. (2013). Better Teacher-Candidate Mentoring Targeted. Education Digest, 78(7), 6-11 Sawchuk, S. (2012). Student-Teacher Mentoring Targeted. Education Week, 32(13), 1-23. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18 (2), 119-144. Sayeski, K., & Paulsen, K. (2012). Student Teacher Evaluations of Cooperating Teachers as Indices of Effective Mentoring. Teacher Education Quarterly, 39(2), 117-130.


Shepard, L., Hammerness, K., Darling-Hammond, L., & Rust, F. (2005). Assessment. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 275-326). San Francisco: Jossey-Bass. The First Days of School by Dr. Harry Wong ZIEBARTH-BOVILL, J., KRITZER, J., & BOVILL, R. (2012). THE ESSENTIAL CRITERIA FOR HIRING FIRST YEAR TEACHER CANDIDATES. Education, 133(1), 125-138.

MTSU TEACHER CANDIDATE LESSON PLAN FORMAT

NAME DATE GRADE / CLASS UNIT LESSON TITLE DURATION CO-TEACHING MODEL LESSON OVERVIEW

What will be Taught, Summary of the Task, Length of Lesson, Scope and Sequence, Central Focus

To Whom will it be Taught, Context for Learning, Class Demographics, Special Circumstances

[ ]

STANDARDS State Content Standards, Common Core, Competency Standards (Include Number and Text of the Appropriate Standard)

[ ]

LEARNING TARGETS/ OBJECTIVES

Clear, Specific, Measurable, Aligned to Content Standards, Student-Friendly Language, I Can Statements (Not Activities)

[ ]

ACTIVATING STRATEGY Set / Hook / Advance Organizer, Multiple Ways to Engage Students, Motivator, Essential Question, Connection to Prior Knowledge, Promotes Curiosity

[ ]

INSTRUCTION

Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-Order Questioning, Differentiation, Active Student Participation, Guided and Independent Practice, Descriptive Academic Feedback, Academic language, Modeling, Problem Solving, Based on Data and Teacher Knowledge of Students

[ ]

MODIFICATIONS / GROUPING

Accommodations, Modifications, Support for Diverse Student Learning Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher Knowledge of Students

[ ]

MATERIALS / RESOURCES / TECHNOLOGY

Key Instructional Resources and Materials to Engage Students in Learning, Aligned with Lesson Objectives and Standards, How Materials will Support Differentiation

[ ]

ASSESSMENT / EVALUATION/ CLOSURE

Aligned with Lesson Objective and Standard, Formative/Summative, Performance Based, Formal/Informal, Used to Monitor Student Learning, Evaluation Criteria, Periodic Check for Understanding, How will Data be Collected and Recorded, Plans for Reteaching (Include Type of Assessment and What is being Assessed)

Review, Final Check for Understanding, Renaming Objectives and Learning Targets, Student Reflection, Students Assess their Own Performance

[ ]

Week Date Seminar Cooperating Teacher What to think? What to do? What to submit?

1 8/28/13 Welcome & Orientation to Residency 1 C-‐IEP assessment tool, TEAM & edTPA frameworks

Residents given their assigned teacher names and school placement

Review C-‐IEP, especially the rubric/benchmarks in the Appendices

Create a proactive plan.

Draft schedule

2 09/03/13 No seminar First Day of Residency Report to your assigned schools and meet with your cooperating teachers and students

Build trust and rapport with students. Review your leadership action plan

Meet and greet students. Locate 3 Theorists who have influenced your thinking and philosophy

Signature page certifying you read the handbook

3 9/04/13 Special Topic: Philosophy

Assist student with lesson plan topics

Prepare to be observed by cooperating Teacher. Develop a teaching philosophy.

Read C-‐IEP Binder Assembly Instructions

Class Profile Form Time Sheet

4 9/11/13 Special Topic: edTPA Lesson Plan

Have student create teacher made, e.g. bulletin boards, materials supporting lesson objectives

Student Work Analysis. Refine your teaching philosophy

Observe student teach small group/whole class

Title Page Time Sheet

5 09/18/13 Special Topic: Inclusive

Involve student in future special school meetings

Reflect on Rationale for

Select 5 Artifacts

Brief Description of

Teaching choosing artifact a Typical Day 6 09/25/13 Special Topic:

TEAM Evaluation & edTPA

Involve student in more teaching systematically

Read 3 steps to analyze student work. Begin writing your Self-‐Assessment based on questions

Write your draft 8-‐10 reflection paper

Time Sheet

7 10/02/13 Special Topic: Collaboration

Review IEP Structure of Instructional Unit Reflection

Insert Part II template into C-‐IEP Binder

Insert Artifacts into C-‐IEP Binder

8 10/09/13 Special Topic: Applied Behavior Analysis

Talk about adaptations/modifications

5 Differentiated Assessments. Review Supervisor’s Observation Report

Read Questions to Consider for LP Reflection.

Preview of Lesson Plan Time Sheet

9 10/16/13 Special Topic: Positive Behavior Supports

Share TEAM evaluation. Share any concerns about student with University Supervisor

Differentiation by Modality. Self-‐Assessment Inventory Questions

Write a draft lesson plan

Draft Self-‐Assessment Report

10 10/23/13 Special Topic: Differentiated Instruction

Explain confidentiality (FERPA)

University Supervisor Observes students

Select work of 3 students

Time Sheet

11 11/06/13 Special Topic: Collaboration & Consultation

Review student lesson plan

Overall Effectiveness of Unit

Apply Design & Implementation Considerations to work analysis

Lesson Plan

12 11/13/13 Special Topic: Provide constructive Review both Plan on Time Sheet.

Behavior (FBA) Functional Behavior Assessment

feedback about student performance

observation reports

completing all reflection papers.

Thank your students and teachers.

13 11/20/13 Special Topic: Models of Co-‐Teaching

How co-‐teaching is planned?

Structure of Instructional Unit Reflection

Insert Part II template into C-‐IEP Binder

Insert Artifacts into C-‐IEP Binder

14 11/27/13 Special Topic: Formative Assessment

What is RTI (Response to Intervention?

5 Differentiated Assessments. Review Supervisor’s Observation Report

Read Questions to Consider for Lesson Plan Reflection.

15 12/04/13 Share Portfolio Last Day of Class

C-‐IEP Portfolio Sharing Reflective Discussion about artifacts in portfolio

All projects are due

All tasks must be completed

Residency 1: Special Education

Comprehensive-Integrated Evidence of Performance

RUBRIC

C-IEP BENCHMARKS OF QUALITY


Essential One: Commitment to Learning

Indicator A. Communicates love of learning to students Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 ((5 The candidate consistently is able to

engage the students through the strength of the lesson and the candidate's genuine passion and understanding for the material being studied.

Candidate does not demonstrate a vested interest in the material being presented or an attempt to improve his or her knowledge.

Candidate takes steps to ensure that he or she understands the material being covered. The candidate is sometimes able to convey his or her own investment and interest in the material being studied.

The candidate demonstrates a commitment to continuing the development of his or her understanding of the material being studied.

Indicator B. Plans from self-examination Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidates' instructional planning is not shaped by his or her learning process.

Candidate examines his or her learning process through instructional planning.

Candidate reflects upon his or her personal experiences as a learner; however, the candidate's lessons are not consistently shaped by his or her learning processes.

When planning lessons, the candidate consistently takes into account his or her own experiences as a learner and the experiences of others. The candidate reflects upon these experiences to make sound instructional decisions that will benefit the student.

Indicator C. Taps into students’ intrinsic motivation Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate makes an effort to develop his or her students' love of learning while developing students’ intrinsic motivation.

The candidate plans lessons that are engaging and consistently develop his or her students' intrinsic love of learning.

When planning lessons, the candidate tries to develop his or her students' intrinsic love of learning, but continues to rely primarily on external motivators.

Candidate makes no attempt to develop and convey his or her students' love of learning and relies exclusively on external factors to motivate student participation.


Essential One: Commitment to Learning (continued)

Indicator D. Draws students into subject-matter's essence Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate demonstrates an understanding of the need to draw his or her students into the subject matter through his or her lesson design and implementation.

Candidate’s lesson designs and implementation frequently draws the students into the subject matter.

Candidates' lesson design and implementation is consistently validated by student involvement and engagement.

Candidate’s lesson design and implementation does engage students. Candidate pays very little attention to the responses of the students when teaching and is unable to determine the interest of the students.


Essential Two: Deliberate Practice

Part 1: Philosophical Vision Indicator A. Distills to deep purposes Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate makes no effort to articulate educational goals that look beyond concrete learning objectives.

Candidate attempts to articulate educational goals that look beyond concrete learning objectives.

Candidate frequently is able to articulate educational goals that stretch beyond his or her immediate, concrete teaching and learning objectives.

Candidate consistently is able to articulate educational goals that stretch beyond his or her immediate, concrete teaching and learning objectives.

Indicator B. Examines assumptions Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate consistently considers and questions larger issues underlying the daily details that impact his or her classroom situation.

Candidate frequently considers and questions larger issues underlying the daily details that impact his or her classroom situation.

Candidate does not consider larger issues that impact his or her classroom.

The candidate is struggling in his or her attempts to identify the larger issues that impact his or her classroom.

Indicator C. Translates Philosophy into practice Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate shows no interest in examining the philosophy behind education.

Candidate shows an interest in educational philosophy, however the candidate is not able to articulate a connection between the strategies implemented and the philosophy behind instructional decisions.

Candidate frequently is able to design lessons that integrate strategies based on the philosophical aims and processes of education.

Candidate consistently designs instruction by choosing strategies based on the philosophical aims and processes of education.


Essential Two: Deliberate Practice (continued)

Part 2: Purposeful Instructional Design Indicator A. Articulates deep goals Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate does not articulate deep goals for his or her instruction.

Candidate is able to articulate the goal of the lesson without a clear, long term vision.

Candidate frequently articulates the goals of the lesson and/or unit and is able to articulate the long term vision for his or her students beyond the immediate lesson and/or unit.

Candidate is able to articulate learning goals that depict where he or she expects the students to be at the end of the process. Candidate's goals depict a long term vision for his or her students beyond the immediate lesson and/or unit.

Indicator B. Plans towards goals Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate’s planning is not influenced by deep goals.

Candidate makes an effort to design instruction based on deeper goals.

Candidate begins the instructional planning process with a clear vision of student outcomes and then develops the instructional strategies necessary.

Candidate creates curricular units by identifying educational goals and then maps out a precise educational plan that ensures students’ goals are met.

Indicator C. Checks student progress Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate does not assess learning throughout the instructional process.

Candidate attempts to build both formal and informal assessments into the lesson.

Candidate uses both formal and informal assessments that frequently lead to students meeting their educational goals.

Candidate builds both formal and informal assessments to measure how close the students are to meeting goals. Based on this data, the candidate is able to revise instruction to ensure that the students meet the educational goals.



Part 3: Articulate Observation Indicator A: Interprets the details Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate consistently examines the individual elements of a teaching moment, and then analyzes the impact that these elements have on student learning and instructional design.

Candidate frequently examines the individual elements of a teaching moment, and is beginning to analyze how they impact student learning and instructional design.

Candidate sometimes identifies the smaller elements that make up each teaching moment.

Candidate is unable to see beyond his or her immediate experience.

Indicator B: Sees richly Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate accurately describes teaching events from a single perspective; however, he or she returns to the same interpretation of these events.

Candidate is beginning to describe teaching events from a variety of perspectives; however, he or she returns to the same interpretation of these events.

Candidate consistently describes teaching events from a variety of perspectives, thereby illuminating different aspects of the same situation.

Candidate is does not accurately describe events in his or her classroom.

Indicator A: Reframes problems Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate is consistently able to reformulate the nature of the problem and to develop multiple explanations of student’s actions and his or her own actions.

Candidate frequently takes into account multiple explanations of students' actions or his or her own actions.

The candidate is unable to imagine alternate ways of dealing with the events that happen in his or her classroom.

The candidate is beginning to take into account multiple explanations of students' actions or his or her own actions.

Part 4: Flexible Perception



Indicator B: Implements solutions Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate consistently develops appropriate solutions and implements those solutions.

Candidate frequently develops appropriate solutions to address problems, and attempts to implement those solutions.

Candidate attempts to develop appropriate solutions to problems but solutions are not always implemented.

Candidate does not attempt to develop appropriate solutions to problems.

Part 4: Flexible Perception (cont.)

Part 5: Reflective Process Indicator A: Reflects articulately Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate consistently reflects on his or her classroom experiences and is able to provide a detailed account of what happened and why. The candidate consistently expresses how he or she would modify his or her practice in the future.

Candidate is unable to think through the experiences that occurred in his or her classroom.

Candidate is beginning to think through his or her teaching experience. Candidate is able to explain what happened and why however, s/he does not present options for how to revise his or her practice in the future.

Candidate frequently reflects on his or her teaching experiences. However, the candidate does not consistently express how he or she would modify his or her practice in the future.

Indicator B: Gets back to the drawing board. Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate frequently is able to revisit promising ideas that initially proved to be unsuccessful. Candidate revises implementation and is beginning to recognize problems as opportunities for learning.

Candidate consistently revisits promising ideas, which initially proved unsuccessful and revises implementation.

Candidate sometimes is able to revisit an idea that initially proved to be unsuccessful and to revise implementation.

When an instructional idea fails in practice, the candidate does not evaluate ways of re-approaching the problem.



Indicator C: Revises understanding Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate does not take into account alternate viewpoints or experiences.

Candidate begins to take into account alternate viewpoints or experiences, but does not revise his or her initial conceptions.

Candidate holds his or her initial conceptions "loosely" enough to revise them or let them go. The candidate is beginning to entertain or pursue "second thoughts."

The candidate’s understanding of situations evolves through his/her ability to entertain and pursue "second thoughts."

Indicator D: Moves on Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate is unable to move beyond emotional responses to the events that happen in his or her classroom.

Candidate sometimes moves beyond emotional responses to classroom events and begins to examine the situation from a distance.

Candidate frequently is able to move beyond emotional responses to what happens in his or her classroom and begins to problem solve by his or herself.

Candidate is consistently able to approach classroom events through a purposeful problem-solving approach instead of emotionally responding.

Part 5: Reflective Process (cont.)


Essential Three: Accountability

Indicator A: Designs accurate, fair, authentic assessments Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Assessments used in lessons are not related to learning goals.

Candidate sometimes develops assessments that accurately and fairly measure his or her immediate objectives.

Candidate frequently develops assessments that accurately and fairly measure his or her deepest learning goals and immediate objectives.

Throughout curricular units, the candidate consistently develops assessments that accurately and fairly measure his or her deepest learning goals and immediate objectives.

Indicator B: Prepares students for required, external exams Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate is familiar with the knowledge and skills covered on external exams. S/he teaches students to succeed on these exams- without reducing teaching to test preparation.

Candidate is familiar with the knowledge and skills covered on external exams. The candidate is making efforts in his or her classroom to prepare his or her students for these exams.

Candidate is not familiar with the knowledge and skills tested on external exams and makes no effort to become familiar with this information.

Candidate is making an effort to educate him or herself about the knowledge and skills covered on external exams.

Indicator C: Uses assessment for education as well as evaluation Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate consistently uses assessments to measure student progress towards goals and provides feedback that keeps students headed toward meeting those instructional goals.

Candidate frequently incorporates assessments throughout his or her instruction to provide feedback that keeps students headed toward instructional goals.

Candidate does not use assessment to provide feedback on their students’ progress against goals.

Candidate sometimes uses assessments throughout his or her instruction to provide feedback on the students' progress against goals.


Essential Four: Teaching the Whole Student

Indicator A: Collaborates with student's out-of-school communities Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate communicates clearly and regularly with key people who support students outside of school and is able to enlist stakeholders as allies in supporting student achievement.

Candidate communicates clearly and regularly with key people who support students outside of school. The communication is relevant to supporting student achievement.

Candidate does not communicate with key people who support students outside of school.

Candidate makes efforts to communicate with key people who support students outside of school; however, the communication is not consistent or relevant to supporting student achievement.

Part 1: Teaching in Context

Part 2: Teaching Responsively Indicator A: Adapts instruction to students Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate shows no awareness of accommodations needed in his or her instruction for students.

Candidate is beginning to show an awareness of the accommodations needed in his or her instruction for students.

The candidate frequently makes accommodations in his or her instruction in order to identify and address individual needs that exists in his or her students.

Candidate consistently differentiates instruction to accommodate individual student's needs.

Indicator B: Creates collaborative learning environment Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate has created a classroom culture wherein students are consistently able to learn with and from one another.

Candidate is trying out strategies in his or her classroom which encourage collaboration between the students.

The candidate does not express an interest in creating a collaborative classroom environment.

Candidate demonstrates an interest in creating a collaborative learning environment. The candidate researches and examines strategies that he or she may put into place in his or her classroom.


Essential Four: Teaching the Whole Student (continued)

Part 3: Teaching from Understanding Indicator A: Teaches to students' process Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate frequently pays attention to student process as well as their products- addressing the why behind students thinking as well as the answers at which they arrive.

Candidate teaches to students' potential abilities as well as to their present powers.

Candidate is focused more on completing the lesson than on the students and their responses to the lesson.

Candidate begins to pay attention to how students think and the processes that influence their behavior. Effort is made to understand the why behind student responses to the lessons.

Indicator B: Understands student motivation Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

When describing his or her students, the candidate frequently is able to provide a multi-dimensional portrait that demonstrates an understanding of student motivation.

When describing his or her students, the candidate consistently is able to create a multi-dimensional portrait that demonstrates an understanding of student motivation.

Candidate makes no effort to understand student behaviors.

Candidate makes an effort to understand his or her students’ behaviors; however, the candidate is not always able to understand or express the motivations behind the students' actions.


Essential Five: Improvisation

Indicator A: Tunes in deeply Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate makes no effort to understand the mood of individual students and of the group.

Candidate attempts to read the mood of individual students and of the group; however, the candidate does not always have a correct read.

Candidate frequently is able to accurately read the mood of individual students and of the group.

Candidate consistently reads the mood of individual students and of the group and improvises appropriately.

Indicator B: Tunes in widely Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate makes no effort to maintain awareness of the students at the periphery of classroom activity.

Candidate attempts to maintain an awareness of the students at the periphery of classroom activity.

Candidate frequently is aware of students at the periphery of classroom activity as well as those at the center.

Candidate consistently is aware of all students in the classroom and is able to address individual situations.

Indicator C: Embraces the unexpected Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5

Candidate is beginning to embrace unforeseen events as opportunities.

Candidate consistently embraces unforeseen events as opportunities.

Candidate loses his or her composure when unforeseen events develop.

Candidate frequently is caught off guard by unforeseen events; however, these events usually do not cause the candidate to lose his or her composure.


Essential Six: Educational Leadership

Indicator A: Communicates compelling vision Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate demonstrates no evidence of having a vision of education.

Candidate’s vision of education is Candidate is able to articulate a compelling vision of what education should be.

Candidate articulates a compelling vision of what education should be, and his or her vision is reflected in practice.

somewhat unclear.

Indicator B: Participates in school change Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate expresses no interest in being involved in the greater school community.

Candidate expresses interest in participating in improving his or her school community.

Candidate outlines plans for and/or participates in processes designed to improve his or her school community.

Candidate assumes a leadership position in processes outside of his or her classroom that is designed to improve his or her school community.

Indicator C: Leads reform Ineffective (0) Novice (1-2) Developing (3-4) Skillful 5 Candidate expresses no interest in being involved in larger institutional structures.

Candidate demonstrates an interest in examining larger institutional structures as they relate to education.

The candidate articulates plans and/or participates in examining larger institutional structures as they relate to education.

Candidate takes on responsibility and participates in larger institutional structures and articulates plans to assume, or already assumes, a leadership position within them.

middle tennesse state university college of education

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