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Simmons College

Simmons College

Department of Education

Programs in Special Education

Practicum Manual

2015-2016

Information contained in this document may be altered to reflect changes in regulations or requirements from DESE or Simmons College

300 The Fenway

Boston, Massachusetts 02115

Telephone: 617.521.2570

Fax: 617.521.3174

Contact Information


Department Chair: Janie Ward, Ed.D

Program in Special Education Director

· Simmons College at Landmark Schools

Advisor

· On-campus Moderate and Severe Disabilities

Judah Axe

t: 617.521.2144

e: [email protected]

Program Director, Simmons College at NECC

Faculty Director of Off Site Programs

Chris Evans

t: 508.481.1015 x3033


Program Coordinator/ Practicum Coordinator

· On campus Moderate and Severe Disabilities

Advisor

· Add-On Licensure Program

Jane Hardin

t: 617.521.2556


Education Department Coordinator

Patrick Cunniffe

t : 617.521.2577


Off Campus Program Manager

Nancy Ortega

t: 617-521-2626


Licensing Specialist

Suzanne Kowalewski

t: 617-521-2560


Administrative Assistant II

Laura Chandler

t: 617.521.2570


Table of Contents

Areas of Study

4

Licensure Areas

4

Pre-Practicum Experience

4

Massachusetts Tests for Educator Licensure (MTEL)

6

Practicum Experience

7

The Practicum

7

Site Approval

9

Attendance

9

Practicum Student

10

Supervising Practitioner

12

Simmons College Supervisor

13

Seminar Instructors

15

Practicum Log/Documentation of Teaching Time

15

Seminar

15

Audiotape/ Video Recording Evaluation

16

Home-Based Service Delivery

16

Placement Termination

17

Collaboration between Simmons College and Participating Communities

17

Protocols

18

Pre-Service Performance Assessment

18

Portfolio Requirements

20

Scheduling Observations

20

The Practicum Rubric

20

Appendices Index

25

1

Practicum Manual 2015-2016

Programs in Special Education Areas of Study

This manual serves to outline the Massachusetts and Simmons College program and practicum requirements for initial licensure for:

· Teacher of Students with Moderate Disabilities (Levels: PreK-8 or 5-12)

· Teacher of Students with Severe Disabilities (Levels: All)

· Add-On Licensure Certificate `Program (Moderate Disabilities)

· The add-on program is for individuals who currently hold at least an initial licensure in a core academic subject area (elementary or secondary) and are enrolled in the Simmons College Add- On Licensure program.

All of the licensure requirements for these programs align with the Massachusetts Department of Elementary and Secondary Education, Regulations for Education Licensure and Preparation Program Approval 603 CMR 7.00.

Pre -Practicum Experience

Pre-practicum experiences are early field-based experiences with diverse student learners, integrated into courses or seminars that address either the Professional Standards for Teachers as set forth in 603 CMR 7.08 or the Professional Standards for Administrators as set forth in 603 CMR 7.00. For candidates serving as an apprenticeship or employed as educator of record, these experiences may occur simultaneously with the practicum or practicum equivalent. (603 CMR 7.02)

Additional pre-practicum experience requirements are, in most cases, completed as part of assignments aligned with required courses in the programs. During the pre-practicum experiences the intern must document a minimum 75 hours of field-based experiences in a variety of educational settings. Pre-practicum experiences must cover the range of time for the full school year inclusive of opening and closing.

Candidates for licensure must document their experiences using the Pre-Practicum Experience Log. The pre-practicum experience log is not required for individuals enrolled in the Add-On Licensure Program.

The following pre-practicum hour expectations are embedded into the courses through a variety of course-related requirements. The number of hours dedicated to a field-based pre-practicum experience will depend upon assignments for the designated course.

Course

Pre-Practicum hours as part of this course: In some cases you may be taking these courses after your practicum so you would not be able to count any hours as ‘pre practicum”

RDG 406

1 – 3 hours

RDG 410

5 – 8 hours

SPND 436

4 – 8 hours

SPND 441

2 – 3 hours

SPND 442

5 - 8 hours

SPND 443/444/445

1 - 3 hours

SPND 446

10 - 15 hours

SPND 447

4 – 8 hours

SPND 448

4 – 7 hours

In addition to the above courses, each student in the full year moderate and severe programs will take TESL 417 and SPND 415 (Research)

Each intern must document a minimum of 75 hours of pre-practicum work that can be aligned directly with course work in the graduate program at Simmons College. For example, if during and as a result of taking the assessment course you were able to participate in, observe, or interview another educator with regard to content learned in the that course you could count that toward the pre-practicum hours. If you attended an IEP meeting and were able to observe and engage in concepts that you learned after taking the SPND 443 (SPND 444/445) Special Education Law course, you could count those hours toward your pre-practicum hours.

In addition, any direct requirements that were over and above the requirements embedded within a course, you can count those hours as well. For example during the SPND 446 Learners with Special Needs course you were required to do fieldwork (this likely occurred during other courses as well), those fieldwork hours can be counted toward the pre-practicum hours.

You cannot count hours spent on assignments for courses, but you can count the opportunities that you had to consult with, observe, assist and/or interview other educators around content learned in the various courses that you have taken.

The only limitation on the pre-practicum hours is that they must be documented within the framework of your time enrolled in the Simmons College program and the activities entered into the pre-practicum log must somehow align with a course/content taken during that time.

If you cannot remember or do not have documentation regarding specific dates for when the activity occurred for the Pre-Practicum Log, you may enter a month/year rather than a specific date. Do your best to identify specific dates whenever possible.

Massachusetts Tests for Educator Licensure (MTEL)

Prior to the practicum experience students must take and pass the required MTEL exams for the license sought, and scores must be submitted to the Education Department at Simmons College. The following MTEL examinations are required for licensure:

License

MTELs Required

Teacher of Students with Moderate Disabilities

(Pre K – 8)

Communication and Literacy Skills Tests

General Curriculum Tests

(a) – Multi-Subject Test

(b) – Math Subtest

Foundations of Reading Test

Teacher of Students with Moderate Disabilities

(5 - 12)



(a) – Multi-Subject Test

(b) - Math Subtest

OR

Subject Area Test (recommended for Middle and HS level special educators)

Foundations of Reading Test

Teacher of Students with Severe Disabilities

Levels - All



(c) – Multi-Subject Test

(d) – Math Subtest

To determine the required tests or other tests go to: http://www.doe.mass.edu/mtel/testrequire.html

Practicum Experience

The Practicum

There can be no more powerful preparation for teaching than total emersion in the classroom under the guidance and support of a supervising practitioner and the Simmons College supervisor. As part of the approved program, Simmons College practicum exceeds the standards of the Department of Elementary and Secondary Education, and is generally a full academic year, or two-semester experience. To that end, Simmons College expects that the preponderance of that time is spent in direct contact each day with learners for the license sought. The practicum must be completed within Massachusetts and in a school that addresses the state approved curriculum frameworks/common core.

The practicum is a field-based experience within an approved program in the role and at the level of the license sought, during which a candidate's performance is supervised jointly by the sponsoring organization (Simmons College) and the Supervising Practitioner and evaluated in a Performance Assessment for Initial License. See 603 CMR 7.04 (4) for practicum hours. The duration of any equivalent to a practicum shall be no fewer hours than provided for the practicum in 603 CMR 7.04 (4).

During the practicum a candidate’s performance is supervised jointly by a Simmons College Simmons College Supervisor and the Supervising Practitioner, and evaluated using the State mandated Pre-Service Performance Assessment (PPA) for Initial Licensure. The duration of the practicum is established by the Massachusetts Department of Elementary and Secondary Education in 603 CMR 7.04. At Simmons College, the practicum experience far exceeds the minimum number of hours required by the Massachusetts Department of Elementary and Secondary Education.

Requirements for the licensure are as follows:

Initial License

DESE Requirement

Simmons Requirement

Teacher of Students w/ Moderate Disabilities (PreK-8)

300 hrs. *

Full Time, Two Semesters

Teacher of Students w/ Moderate Disabilities

(5 – 12)

300 hrs. *


Teacher of Students w/ Severe Disabilities (PreK-12)

300 hrs.*


Add- On Licensure Program

150 hrs.*

Full or Part Time,

One Semester

* A minimum of 75 hours must be completed in an inclusion setting.

A student who successfully completes the practicum experience and all Massachusetts Department of Elementary and Secondary Education and Simmons College Program prerequisites and requirements will be eligible for endorsement for Initial licensure. (Add-on licensure students are not endorsed by Simmons College, but receive a letter of completion for submission to the DESE.)

Inclusion Hours - Participation in an inclusive general education setting is required by Massachusetts Licensure Regulations for the Teacher of Students with Moderate Disabilities and the Teacher of Students with Severe Disabilities. A minimum of 75 hours of the practicum experience must be conducted in an inclusive setting, with the remaining required hours completed in an inclusive or substantially separate setting. (See Massachusetts Regulations for Educator Licensure – 603 CMR 7.04 (4) (i) and (j)) The inclusive general education classroom is one that concurrently serves both students with and without disabilities (with and without Individualized Education Programs) in core academic subjects. In some cases, reverse inclusion may count toward SOME but not all of the logged inclusion hours. Inclusion is defined as a classroom that serves both students with and without disabilities and the teacher candidate (practicum student) should receive supervision from both a special educator and a general educator during the practicum. Reverse inclusion does not generally include the role of both a special and general educator, therefore most of the logged inclusion hours should be completed in a typical inclusion setting and not a reverse inclusion setting. Any questions regarding this should be resolved between the practicum student, Simmons supervisor and the supervising practitioner. The inclusive classroom is one that serves both students with and without disabilities (on and off IEPs), and that addresses instruction in core academic subjects. Note: While in the inclusion setting, the intern must address the individual and group (small or full class) needs of all the students (with and without disabilities) who are assigned to the classroom and receive feedback from both a special educator and general educator during the experience. The expectation of this inclusion experience is that the intern is actively involved in the instruction and support of instruction that is occurring in the classroom.

For Practicum Students whose practicum placement is in a special education school or whose responsibilities are primarily in a substantially separate setting, arrangements must be made with the administrators at the practicum site for completion of the required inclusion hours. In situations such as these, inclusion hours should be distributed across the breadth of the practicum experience, yet MAY in some cases, be completed in a compressed amount of time (i.e. a two-week period at the inclusion site), or via on-going participation in inclusion as scheduled between the Practicum Student and the primary practicum placement site. Establishing time for release to the inclusion site is the responsibility of the Practicum Student. The Simmons College Supervisor or program advisor may be able to provide contacts for inclusion settings as necessary.

Full Responsibility - Interns are required to document a minimum of 100 hours taking full responsibility for teaching students with special needs. Full responsibility is defined in the following way: The intern plans and teaches a lesson, taking full responsibility for instruction and classroom management. The supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be conducted as part of one-on-one, small group as well as whole class. Full responsibility extends to supervisory activities as well such as: overseeing transitions to other activities or classes, recess, other teaching and learning activities where the intern is fully in chare and responsible for the class, curriculum, and individual students.

Site Approval

Written documentation via a formal written request for consideration must be submitted to the appropriate Program Coordinator/Director prior to start of any practicum experience (Practicum Form). A Practicum Student must use an approved, appropriate site for his/her practicum experience. Practicum Students need to have access to the teaching, specialist or administrative experiences that align with the licensure sought.

Verification of the practicum site will be conducted by Simmons College. This will include verification of inclusion hours, access to students relative to the license sought, and an understanding of the skills, competency, and agreement of an individual to serve in the role of supervising practitioner.

Attendance

The practicum experience is conducted in a single setting and requires significant commitment. The Practicum Student is expected to be punctual and in attendance every day adhering to the academic calendar established by the practicum site school. In addition, the Practicum Student must maintain a Practicum Experience Log to document the minimum requisite hours mandated for Massachusetts licensure. The Simmons practicum experience far exceeds the minimum number of hours required by the Massachusetts Department of Elementary and Secondary Education.

Simmons College recognizes that the practicum school site, by contract with their employees, may have established requirements and allowances for absences from the work site (i.e. personal, professional and/or sick day requirements). However, if a Practicum Student is absent from the practicum site school for more days than those allowed by the employer, this may be perceived as a failure on the part of the Practicum Student to complete the practicum requirements and standards.

Practicum Student

The Practicum Student is one who has taken and passed the required Massachusetts Tests for Educator Licensure (MTEL), prior to the start of the practicum experience. No student will be allowed to begin the practicum without full documentation of passing scores on the requisite MTEL exams.

The Practicum Student may be able to use their current work situation as the location for the practicum experience (see Site Approval). Prior to the start of the practicum the student is required to establish their on-site Supervising Practitioner and needs to obtain the necessary supporting documentation from the Supervising Practitioner. In addition, prior to the start of the practicum experience the student will be assigned a Simmons College Supervisor who will guide and support the student through the requirements of the practicum.

It is assumed by Simmons College that the Practicum Student is an employee or volunteer in “good standing.” It is the responsibility of the local school system to confirm the Practicum Student’s references and documentation and to conduct a C.O.R.I. review, when required.

Responsibilities of the Practicum Student include:

· Establish approval of the practicum site with the Program Coordinator/Director;

· Confirm an on-site Supervising Practitioner and collect the necessary documentation of that person (prior to the start of the Practicum);

· Schedule the required observations with the Simmons College Supervisor;

· Conduct follow-up meetings and debriefing sessions with the Supervising Practitioner;

· Assist in coordinating and attend the required three-way conferences between the Practicum Student, Supervising Practitioner and Simmons College Supervisor;

· Take and maintain notes of discussions, goals and outcomes of 3-way meetings (journal or electronic format);

· Maintain and complete all required practicum forms as directed by the Simmons College Supervisor;

· Attend all seminar sessions;

· Complete all required seminar assignments;

· Keep the Supervising Practitioner and Simmons College Supervisor up-to-date on his/her teaching or administrative competency progress on a regular basis.

· Share information regarding the responsibilities of the Supervising Practitioner, as noted in this Practicum Manual with the Supervising Practitioner.

· Interns are encouraged to follow the protocols of the site school. In addition, Simmons College interns are not to share personal email addresses or cell phone numbers with learners at the site school. Professional distance and decorum is expected when interacting with learners, families and other professionals.

Completing the following forms is the responsibility of the Practicum Student:

· Pre-Practicum Experience Log;

· An on-line ELAR profile with the Massachusetts DESE;

· Practicum Form;

· Practicum Experience Log – Cover Sheet;

· Practicum Experience Log;

· Lesson Plan (for candidates for Teacher of Students with Moderate or Severe Disabilities and Reading Specialist);

· Media Consent Form - when necessary (for candidates for Teacher of Students with Moderate or Severe Disabilities and Reading Specialist);

· Audio/Video Recording Evaluation Form (for candidates for Teacher of Students with Moderate or Severe Disabilities and Reading Specialist);

· Pre-Service Performance Assessment Form, including License Specific Evaluation Questions. All standards on the Massachusetts Department of Elementary and Secondary Education Pre-Service Performance Assessment (PPA) forms must be satisfactorily completed and documented in order to be eligible for endorsement for the licensure sought.

At the suggestion of the supervisor, the practicum student is encouraged to experience the full range of teaching responsibilities by teaching large group, small group, one-on-one, and/or co-teaching as the site and practicum experience allows. When these teaching opportunities arise, the intern is expected have a complete lesson plan and to take into account and plan for individual students’ special education needs, including planning for roles of other educators and any other support staff or related service providers as necessary.

Supervising Practitioner

The intern is required to share this part of the Practicum Manual with the Supervising Practitioner.

The design of this practicum experience sets the expectation that current practitioners have a major role in preparing and mentoring our future teachers or administrators. Therefore, this practicum experience puts significant responsibility for teacher, reading specialist or administrator training in the hands of veteran educators.

A Supervising Practitioner is an on-site person who holds the same license as that sought by the Practicum Student and who works closely with the Practicum Student on a regular basis. (see Waiver Requirements below) The Supervising Practitioner must be familiar with the requirements and expectations of the program. In addition, he/she must be committed to spending the extra time this program requires and be willing to assist the Practicum Student in assuming increasing responsibilities across the Practicum Experience. To serve as Supervising Practitioner the educator must have at least three full years of experience and have a rating of proficient or better, under whose immediate supervision the candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator may function as the Supervising Practitioner during the practicum equivalent.

Responsibilities of the Supervising Practitioner include:

· Provide to Simmons College a copy of Massachusetts licensure (Social Security Number redacted) and current résumé;

· Observe the Practicum Student a minimum of two times per semester accompanied by written feedback;

· Documentation of the audio/video lesson may count as one of the observations/feedback

· Create opportunities for the practicum student to experience requirements and responsibilities of the license sought (e.g. participation in IEP meetings, observing or participation in assessments, writing progress reports, and inclusion experiences etc.);

· Provide oral and written feedback for the lessons observed

· A minimum of two written feedback summaries per semester is requested.

· Meet to offer feedback and consultation as frequently as possible with the Practicum Student (ideally once per week);

· Participate with the Simmons College Supervisor and the Practicum Student in at least 3 three-way conferences during the practicum. (Simmons College Programs in Special Education value the three-way conferences and therefore may schedule more than the State-mandated three meetings);

· Be available on a reasonable basis to answer the Practicum Student’s questions;

· Conduct frequent planning, as well as debrief with the Practicum Student regarding teaching experiences;

· Complete, review and sign all required sections of the Pre-Service Performance Assessment;

· Collaborate with the Simmons College Supervisor in determining final PPA ratings for the practicum experience;

· Provide summary narrative or optional letter of recommendation at the completion of the practicum;

· Supervising Practitioners who hold Professional License may receive Professional Development Points (PDPs) from Simmons College for serving in this role.

Waiver - When a Supervising Practitioner does not have the required license or minimum three years of experience for this obligation, a thorough review of experience and comparable license is required and a waiver statement is added to the Practicum Student’s file. (See Sample Waiver Letter) When a waiver is necessary, a copy of the practitioner’s license and résumé must be submitted to Simmons College.


The Simmons College Supervisor is a trained and veteran educator who is assigned to observe and support the Practicum Student during the prescribed practicum experience. The Simmons College Supervisor is familiar with the requirements and expectations of the program, and through his/her interpretation of those expectations, implements the state and college requirements for the practicum.

Prior to the start of the practicum, each Practicum Student is assigned a Simmons College Supervisor who will observe and conference with the Practicum Student throughout the experience. These observations and conferences are designed as an opportunity to allow for the provision of oral and written feedback regarding the Practicum Student’s professional growth, review the licensure requirements outlined by the Massachusetts Department of Elementary and Secondary Education, and evaluate the Practicum Student’s progress.

Responsibilities of the Simmons College Supervisor include:

· Attend an early seminar session in which the practicum begins;

· Collect and verify the necessary documentation of the license and background skills of the Supervising Practitioner;

· Document the need for a Waiver Letter, when necessary;

· Conduct the prescribed number of visits during each semester to observe and conference with the Practicum Student;

· Complete and maintain all copies of the appropriate Observation Form;

· Participate with the Supervising Practitioner and the Practicum Student in at least 3 three-way conferences during the practicum. (Simmons College Programs in Special Education value the three-way conferences and therefore may schedule more than the State-mandated three meetings);

· Be available for special visits and meetings should the need arise;

· Attend monthly meetings with the other Simmons College Supervisors and Seminar Instructors;

· Complete, review and sign all required sections of the Pre-Service Performance Assessment with short, narrative comments relating to the Practicum Student’s experiences;

· Collaborate with the Supervising Practitioner in determining final grade for the practicum experience;

· Provide summary narrative or optional letter of recommendation;

· Gather all materials for practicum student’s licensure endorsement file.

The Simmons College Supervisor is responsible for maintaining the following forms in each Practicum Student’s file:

· Pre-Practicum Experience Log

· Site Visit Reports (when not part of pre-practicum experience)

· Wavier Letter and Résumé (when necessary)

· Practicum Form

· ELAR Profile

· Audio/Video Recording Summaries (Candidates for Severe, Moderate and Reading Specialist only);

· Copies of Observation Forms (and accompanying Lesson Plans for Candidates for Severe, Moderate and Reading Specialist only)

· Copies of Observation Summaries completed by Supervising Practitioner;

· Practicum Log Cover Sheet

· Practicum Experience Log

· Massachusetts Department of Elementary and Secondary Education Pre-service Performance Assessment

· Narrative Evaluation or optional Letter of Recommendation.

To avoid the perception of a conflict of interest, in systems where a Practicum Student is receiving supervision, the Simmons College Supervisor may not provide professional consultation or advisement for individual learners, families or school districts regarding particular learners or specific case arbitration.

Seminar Instructors

Seminar Instructors play a critical role in the process of the seminar experience. Seminar is viewed as a vehicle for discussion of the theoretical and practical elements of the licensure area. During the seminar, students have the opportunity to address topics that will facilitate their movement into the profession.

Responsibilities of the Seminar Instructors include:

· Instruction;

· Facilitating discussion of the theoretical aspects of the license with practical applications and issues, including ongoing and frequent discussion of the Pre-Service Performance Assessment Form, professional portfolio preparation and other topics as selected by the instructor;

· Maintain frequent contact with the Simmons College Supervisor;

· Approve the Professional Development topics of individual students;

· Attend monthly meetings with the other Simmons College Supervisors and Seminar Instructors.


Throughout the experience the Practicum Student must maintain a log of the practicum hours for the license sought, as defined and required in 603 CMR 7.00. The practicum at Simmons College exceeds the minimum hour requirement established by the DESE. Simmons College requires that the Practicum Student distribute the logged hours evenly across the whole of the practicum experience, and is encouraged to log more than the minimum hours required. Practicum students may log time when in direct contact with students and when providing instruction or supervision that relate directly to information found on a student’s IEP. This may include direct instructional time (inclusion and sub-separate settings) as well as supervision of activity times and MCAS supervision, but the practicum students cannot log time spent in preparation, in attendance at IEP meetings or any activity when not in direct contact with students.

In addition to teaching time the intern must document time spent with full responsibility for instruction as well as engagement with English Language Learners (see forms in Appendix)

Seminar

In addition to the practicum experience, the Simmons College Practicum Student is required to attend the accompanying seminar. Assignments for the seminar are directly and indirectly linked to the licensure standards required by the Massachusetts Department of Elementary and Secondary Education.

Class attendance and participation in discussions and activities are critical components of the seminar.

The Practicum Student is encouraged to discuss the seminar syllabus and requirements with the Supervising Practitioner and the Simmons College Supervisor. The Practicum Student may request input or guidance from these individuals, but the assignments are not the responsibility of the Supervising Practitioner or the Simmons College Supervisor. All products for the seminar will be evaluated by the Simmons College Seminar Instructor.

Audio and Video Recording Evaluation

At least one time during each semester of the practicum experience the Simmons College Practicum Student will be required to record his or her instruction of a prepared lesson that is accompanied by a full lesson plan. These recordings serve as a tool to promote self-evaluation and will be reviewed only by the Practicum Student and the Supervising Practitioner. It is imperative that learner confidentiality be respected. The Practicum Student is required to verify media consent for each child who is recorded during the lesson. The Practicum Student will be responsible for:

· Using a prepared lesson plan (Simmons format)

· Verifying or obtaining consent forms;

· Providing a recording device;

· Arranging for the use of a recording device;

· Completing and submitting the Video/Audio Record Form;

· Reviewing the recording with the Supervising Practitioner and writing a critique of his/her teaching performance, signed by the intern and the Supervising Practitioner;

· Erasing the recording after the assignment has been completed.

· Add-on licensure interns – Must conduct at least one video recording evaluation.

The full-year intern may select to audio record in the first semester and video record in the second semester.

Home-Based Service Delivery

A Practicum Student may not conduct home visits or implement home-based service delivery plans as part of the practicum experience.

The goal to establish strong, affirmative parent/teacher relationships is valued by the Programs in Special Education, and positive communication is essential. Home-based service delivery may be an expectation of employment by a school district however; the Practicum Student may not use any additional responsibilities or requests by parents or families of learners attending the school including private tutoring or childcare toward completion of any practicum requirements. The Practicum Student is also discouraged from socializing with families outside the school setting.

Placement Termination

If a school system deems it necessary to terminate a Practicum Student’s employment and/or eliminate a practicum experience, Simmons College may perceive this situation as a failure on the part of the Practicum Student to successfully complete the practicum requirements and standards. Given such a circumstance, Simmons licensure endorsement and both practicum and seminar credits may be denied.

If the Practicum Student wishes to remain in the licensure program, he/she must petition the Simmons College Department Education in writing and request consideration for a second placement. The request must include an explanation of the issues of the first placement and may, at the request of the Program Coordinator/Director, be accompanied by supporting documentation from the Simmons College Supervisor, the Supervising Practitioner and the appropriate administrator. In addition, the Practicum Student must secure a second placement on his/her own which will require the approval of the Program Director.

(*Please note that the College policies that govern course add/drop timelines will be respected and followed).

To be eligible to continue into the 2nd semester of practicum, students must obtain a B or better during the first semester practicum and seminar (or a grade of S – Satisfactory when that grading system is used).

Collaboration between Simmons College & Participating Communities

The Department of Education at Simmons College enters into a collaborative partnership with host school districts and guarantees, to the best of its ability, that practicum students will participate in full-day, full-time commitments to the host school. Through the practicum experience, Simmons College seeks to maintain close partnerships with the participating schools.

The practicum experience is an ideal model to promote and nurture professional development partnerships. We encourage schools’ participation and welcome recommendations to continue fostering positive collaborations and liaisons.

Simmons College expects candidates to successfully complete all responsibilities for the license sought and commit to working with the district through the end of the district’s school year. Simmons College endorses practicum students for licensure after the end of district’s school year and not at the time of degree conferral or program completion.

Protocols:

It is imperative that the Simmons intern follows any established site-based protocols for informing, inviting, announcing or verifying the presence of the Simmons College Supervisor at the practicum site. Different sites will have different expectations, and the intern is expected to follow in-house protocols (if any) with regard to notification to administrative or other teachers of the scheduled or unscheduled presence of a Simmons College Supervisor on site. These could include prior notification requirements, standard check-in policies and procedures or the-like.

Pre-Service Performance Assessment (PPA):

The Pre-Service Performance Assessment (PPA) is the central guiding document regarding endorsement for the licensure sought. The PPA is a state mandated document completed by the intern and evaluated, rated and signed by the supervisor and supervising practitioner. Tangible evidence for each of the five standards and indicators as well as the license-specific questions is gathered and maintained by the intern. (Note: The tangible evidence does NOT have to be kept in one location [i.e. portfolio] by the intern but the identification of the evidence is in reference to something that could be made readily available for the supervisor or supervising practitioner to view.) Through consultation and recommendations, and in conjunction with the supervisor and supervising practitioner, the intern references tangible pieces of evidence from the teaching experience done in conjunction with, or course work done concurrently with the practicum, for each of the standards and indicators. (For PPA purposes teaching experience includes courses with the title of field based experience and/or practicum.)

In general, one piece of evidence must be identified for each indicator, and no piece of evidence can be used more than two times in the entire PPA document. The intent of the PPA is to maximize the diversity of evidence used and referenced across the breadth of the practicum experience. It is likely that in many cases the Pre-Service Performance Assessment may serve as the basis for the development of the Professional Portfolio prepared by each practicum student. For each indicator the intern must address how the indicator was addressed, when the indicator was addressed and what evidence is used to support the indicator and where the evidence is located and can be found. In general the when indicator should be accompanied by a specific date or dates, but in some cases the evidence may be something that occurs frequently and therefore could be indicated as “ongoing” or “throughout the practicum experience”.

Example of a PPA Entry for Standard A (1):

How: A lesson plan was written that aligned with the grade-level standards from the curriculum frameworks or Common Core standards

When: October 19, 20xx

What: The lesson plan addressed the topic of factors leading to the outbreak of the Civil War and also embedded ELA standard for Key Ideas and Details

Where: The evidence for this indicator is located on my computer in the file titled PPA, 20xx

For licensure endorsement a practicum student must receive a rating of 2 or 3 for all standards; a final rating of 1 with any standard will be viewed as failure to meet standards for licensure endorsement. Individual opportunities to meet the standard may be established on a case-by-case basis.

Completion of the PPA requirements (for Moderate or Severe)

Fall:

Standard A – 5 of the 9 indicators

Standard B – 8 of the 17 indicators

Standard C – 2 of the 4 indicators

Standard D – 2 of the 5 indicators

Standard E – 4 of the 7 indicators

Spring:

Standard A – 4 of the 9 indicators

Standard B – 9 of the 17 indicators

· Plus license specific standards

Standard C – 2 of the 4 indicators

Standard D – 3 of the 5 indicators

Standard E – 3 of the 7 indicators

Add-on licensure interns complete the entire PPA during the one semester practicum.

Practicum Requirements (moderate and severe)

During each of the semesters the practicum student must complete the following:

Fall

1. One-half of required logged hours

2. Required number of observations and accompanying lesson plans

3. Audio or Video Summary

4. Pre-Practicum Experience Log (or Site Visits Summary)

Spring

1. Remaining half of required logged hours (for Add-On Licensure participants, all logged hours are completed during the spring semester)

2. Required number of observations and accompanying lesson plans

3. Video Summary

Portfolio Requirements (moderate and severe)

A capstone project of the Simmons College experience in special education is the creation of a professional portfolio. The portfolio represents the breadth of experiences in the programs in special education and is the intern’s opportunity to showcase the theoretical and practical knowledge gained across the entire program. Interns may develop the portfolio as a job-seeking tool or as a professional reflection tool. Beginning in the 2011-2012 academic year all portfolios must be created in either e-portfolio or other electronic format. Standards for preparation and evaluating the portfolio will be established by the seminar instructors.

Add-on licensure students do not complete a full portfolio for the certificate program, but are encouraged to amend and edit an existing portfolio to reflect the newly acquired skills and license in special education. Add-on licensure students do complete all PPA requirements as well as a final summary paper.

Scheduling Observations

In order to complete all required practicum observations in a timely manner, the first observation should occur within two weeks of the initial seminar. In addition, the first three-way meeting between the intern, supervisor and supervising practitioner should also occur in September or early October at the latest. To stay on target for completion of observations, all or most of the required observations for the fall semester should be completed by mid-December and the spring observations completed by mid-April. Three-way meetings between the intern, supervisor and supervising practitioner should be planned throughout the year with a minimum of four meetings occurring across the practicum year, or two per semester.

The Practicum Rubric

The practicum rubric is provided as a tool for the intern to self-evaluate her/his progress across the practicum experience. In addition, the rubric may be used as a vehicle for discussion by the supervisor and/or supervising practitioner and in some cases may be used as a point of reference in determining grades for the practicum experience.

Guidelines for Evaluating the Practicum

Practicum Rubric (adapted from: www.hopton.ca/Practicum%20Rubric_ED2_2006.pdf)

Responsibility

Does not meet the Standard

At Risk

Meets the Standard

Exceeds the Standard

Lesson Planning

Incomplete/Disorganized, Plans are uninspired, Provides little variety in teaching/learning strategies selected

Incomplete, expectations unclear, Plans reflect little originality or creativity

Complete and Organized, Includes some original elements in plans, Varies strategies in most lessons

Plans are logically organized, identifies imaginative and creative teaching approaches

Learning Materials

Materials are disorganized and not readily accessible to students, Fails to locate relevant learning resources

Materials are somewhat organized, Has difficulty choosing relevant learning resources

Chooses age appropriate & relevant resources, Materials reflect attention to students’ interests and differences

Chooses a variety of innovative resources, materials are organized to promote students’ responsibility

Implementing Lesson

Fails to use effective introductions to lessons, Students remain passive and uninvolved, Lessons drag

Designs weak introductions, Students moderately involved, Pacing is too fast or too slow

Uses a limited range of strategies to engage learners, Promotes good student involvement, Pacing and timing are acceptable

Introduces lessons using a range of strategies that meet student needs, Lesson ends with opportunity to extend learning, Uses initiative to adjust pacing and time appropriately

Responsibility


At Risk

Meets the Standard


Teaching Strategies

Fails to differentiate instruction

Beginning to use instructional time purposefully, Learning to differentiate instruction

Uses instructional time purposefully most of the time, Differentiates instruction to meet students’ needs

Strategies promote student ownership of learning, Differentiates instruction to meet all student’s needs

Student Interactions/Development

Demonstrates difficulty in maintaining positive interactions with students, Demonstrates limited rapport with students

Beginning to maintain positive interactions with students, Demonstrates effective rapport with students

Maintains positive interactions with students most of the time, Demonstrates effective rapport with students most of the time

Maintains positive interactions with students consistently, Demonstrates effective rapport with students in a variety of settings consistently

Oral Communication

Communicates with inappropriate level of vocabulary, Speech is very hesitant or rapid; monotonous or harsh, Directions are unclear and inaccurate

Demonstrates some difficulty in communication with errors in form and structure, Speech is often too hesitant or rapid, Directions are occasionally clear

Communicates well with adequate levels of vocabulary, Speech is pleasant and natural, Directions are clear and accurate

Communicates effectively, Uses animated voice that is well-modulated and projects well, Directions are consistently clear and accurate

Classroom Management

Fails to maintain routines, Students off-task, Demonstrates difficulty in setting behavior standards, Fails to involve students in learning, Demonstrates inability to anticipate problems

Maintains somewhat negative tones in classroom, Some students are on task, Sets inconsistent behavior standards, Anticipate some problems

Maintains positive tone in classroom, Most students are on task, Maintains consistent behavior standards, Anticipates problems and plans to avoid situations

Maintains high class morale with clearly defined roles, All students are on task and focused, Uses appropriate consequences for behavior consistently, Acts proactively to manage behavior and anticipate problems.

Responsibility


At Risk

Meets the Standard


Student Learning

Demonstrates difficulty addressing student needs, Fails to encourage student participation

Beginning to consider student needs, Provides limited student participation

Considers student needs most of the time, Provides for regular student participation

Considers student needs consistently, Provides for consistent meaningful student participation

Quantifiable Assessment

Demonstrates problems in aligning assessment strategies to expectations, Demonstrates difficulty in identifying appropriate evaluation criteria

Relies on limited range of quantifiable assessment strategies, Learning to identify evaluation criteria

Utilizes comprehensive range of quantifiable assessment strategies, Aligns assessment with expectations

Collects formative, quantifiable assessment data on an ongoing basis, Aligns assessment with expectations consistently

Collaboration, Professionalism

Demonstrates marked difficulty in relating to others, Rarely collaborates, Demonstrates difficulty in meeting deadlines

Demonstrates difficulty in relating to others, Sometimes collaborates with others, Meets most deadlines

Relates to others, Collaborates with others regularly, Meets all deadlines

Relates extremely well to others, Takes initiative to work collaboratively with others, Meets all deadlines confidently

Attendance

Has missed an excessive number of practicum days

Attends most practicum days, Inconsistently informs supervisor or SP

Has missed few practicum days Contacts supervisor and SP regarding missed days

Has missed very few practicum days, is consistently punctual, contacts supervisor and SP regarding absences

Responsibility


At Risk

Meets the Standard


Personal Qualities

Lacks confidence or is overly confident

Sometimes lacks confidence or is overly confident

Acts as a pleasant, dependable and conscientious member of staff most of the time

Consistently demonstrates cooperation, enthusiasm and initiative

Continuous Improvement

Demonstrates difficulty in indentifying best practice, Demonstrates difficulty in assessing personal progress

Learning to identify best practice with support, Learning to assess personal strengths with support

Identifies best practice independently, Sets personal goals independently

Aligns personal growth goals with knowledge of best practice, Sets and meets personal and professional goals consistently

Reflective Practice

Demonstrates difficulty in accepting constructive feedback

Learning to accept constructive feedback

Accepts constructive feedback willingly and implements it most of the time

Uses and implements constructive feedback to improve practice

Programs in Special Education Appendices Index

Form

Page

Pre-Practicum Experience Log

26

Practicum Form

27

Materials Checklist

28

Observation Form for Teachers

29

Practicum Experience Log Cover Sheet

30


31

Documentation of Full Responsibility

32

Documentation of Engagement with English Language Learners

33

Lesson Plan Format

34

Media Consent Form

35

Video/Audio Recording Form

36

Three-Way Conference Record Form

37

Professional Development Points Form

38

Sample Waiver Letter

39

Practicum Verification Letter

40

The Commonwealth of Massachusetts Pre-service Performance Assessment for Teachers

42

License Specific Questions (Moderate)

47

License Specific Questions (Severe)

48

Possible Evidence for Pre-service Performance Assessment for Teachers

51


Simmons College

Department of Special Education

Name__________________________Licensure Area _______________________________

Date

Activity

(Assist, Observe,

Interview, Other)

Location – School

Town

Name of Teacher, Specialist,

Program Director or Administrator

Grade

Level

(where applicable)

Start

Time

End

Time

For Course

(Title and Number)

Instructor

Page ___ of ____Total Pre-Practicum hours this page ____________

Department of Special Education

Practicum

Complete this form and return to the Department of Special Education

Name:__________________________________________________________________

Street Address: __________________________________________________________

Town_______________________________ Zip Code___________________________

Phone: (day) _______________ (evening)_________________(cell)________________

Email address [email protected]

Other email address __________________________@__________________________

Licensure sought (check one)

□ Moderate (Pre K – 8) □ Moderate (5 - 12) □ Severe (Pre K – 12)

Practicum Experience Site

(check one)

□ I anticipate using my place of employment for my practicum experience.

□ I anticipate needing assistance in finding a practicum experience site. (include résumé)

□ I have a car and would prefer a practicum site within _______miles from home

□ I am limited to sites available by public transportation

Complete this section only if you anticipate using your place of employment for your practicum experience.

School__________________________________________________________________

Street Address____________________________________________________________

Town _____________________________________ Zip Code _____________________

School Website __________________________________________________________

Director of Special Education __________________ Principal _____________________

Director Phone___________________________ Principal Phone ___________________

School: □Public School □Private School

Type of Classroom:

□ Inclusion □ Substantially Separate □ Resource Room □ Private School

Grade Level______________________ Number of Learners in Classroom____________

Number of Learners in Classroom with IEPs____________________________________

Supervising Practitioner (school-based mentor)

Name________________________________ Position____________________________

Phone Number ________________________ Email _____________________________

Area(s) of Licensure________________________________ Level ________________

1. Professional Status (3 years in field/level) YES NO (circle the correct response)

2. This person has served as SP before for Simmons College: YES NO (circle the correct response)

MTEL □verification of all required MTEL scores attached

For office use only:

____ Copy of practicum form provided to: ____ Supervisor _____Suzanne Kowalewski

Materials for Practicum/Seminar

Materials for Seminar – Provided to Seminar Instructor

Completed?

Professional Portfolio

Other assignments as identified by the seminar instructor

Materials for Practicum – Provided to Simmons College Supervisor (Licensure File)


Site Visit Reports (when not part of pre-practicum)

Practicum Form

ELAR Profile (from DESE website)

Documentation of Full Responsibility

Documentation of engagement with English Language Learners

Audio/Video Summary (fall)

Audio/Video Summary (spring)

Lesson Plans (fall)

Lesson Plans (spring)

Observation Feedback Forms by Supervisor (fall)

Observation Feedback Forms by Supervisor (spring)

Observation Feedback Forms by Supervising Practitioner (fall)

Observation Feedback Forms by Supervising Practitioner (spring)

Documentation of Teaching Time and Log cover sheet (fall)

Documentation of Teaching Time and Log cover sheet (spring)

PPA Cover Sheet (spring)

PPA and License-specific questions (spring)

Waiver documentation (when necessary)

Narrative Summary or Optional Letter of Recommendation from Simmons College Supervisor (spring)

Narrative Summary or Optional Letter of Recommendation from Supervising Practitioner (spring)

OBSERVATION FORM – Date____________ Intern:__________________________________________

Length of Observation:_____(minutes) School: _______________________Subject: ______________________________

Setting: 1:1 Small Group (Student/Teacher Ratio ____ to ____) Whole Class (Student/Teacher Ratio ____ to ____)

Observation: 1 2 3 4 5 6 7 8 9 10 11 12 Others?__________

Plans Curriculum and Instruction - □Typed Lesson Plan, □ Curriculum Frameworks Identified, □ Page Number Identified, □Publication Date Identified, □ At least 2 IEP objectives/benchmarks identified, □Agenda posted □ Lesson Linked to Sequential Unit of Study, □Accommodations/Modifications indentified and individualizedRating _____

Delivers Effective Instruction - □Agenda referenced, □Uses activator to begin lesson, □Uses whole group instruction, □Uses small group instruction, □Uses individualized instruction □ Uses teacher-directed strategies, □ Uses direct instruction, □ Uses practice/modeling strategies, □Uses less teacher-directed approaches such as discussion, problem-solving or cooperative learning, □ Employs a variety of reading methodologies, □Provides a variety of writing methodologies, □Uses instructional technology appropriately, □ Uses summarizer to close the lesson, □Assigns homework or practice, □ Provides regular and frequent feedback/cues, □ Provides varied opportunities for students to achieve competence.Rating _____

Communication and Clarity – Appropriate use of: volume, tone, expression, response praise , □ Demonstrates engaged listening skills, □ Provides clear instruction, □Objectives made clear to students, □ Function of lesson, skill or activity identified to students.Rating _____

Manages Classroom Climate and Operation - □ Establishes environment/physical arrangement conducive to learning, Articulates expectations for: □ behavior, □ respect, □ safety, □ Uses teachable moments effectivelyRating _____

Time and Transition Mgt. – □ Manages classroom routines and procedures without loss of instructional time, □ Follows or adapts routines and procedures as necessary, □Demonstrates logical and orderly transitions, □ Budgets time efficiently (in teaching and with meetings)Rating _____

Promotes Equity – □ Encourages effort of all students, □ Promotes achievement of all students, □ Makes instructional adjustments □Links instruction to underlying American civic culture ideals, □ Provides meaningful access to age-appropriate curriculum for all students. Rating _____

Assessment - □Purpose and criteria for success linked, □ Assessment of this lesson is quantifiable or able to be documented, □Assessment results in a product, □Measureable assessment linked to lesson outcomes/IEP objectives, □ Measures student achievement with formal and/or informal assessmentsRating _____

Professionalism - □Demonstrates professional interactions with others, □Accepts and/or responds to verbal and written feedback constructively, □ Meets deadlines, □Schedules and follows through with observations and meetings Rating _____

Comments and/or Suggestions:

Completed by: _____________________________________________________________ (signature)

Rating Scale:

3 Advanced - Demonstrates the aptitude and ability of a skilled and exemplary teacher

2+ Expert – Demonstrates the skills of a teacher who is ready to enter the profession

2 Proficient – Demonstrates emerging skills of an apprentice teacher – is showing promise in the field of education

1+ Beginning – Demonstrates skills and abilities of a novice teacher, needs improvement and continued work in this area

1 Unsatisfactory – Does not meet the standards

Simmons College


Practicum Experience Log

Cover Sheet (Fall and Spring)

Intern Name:_______________________________________________

Practicum Setting:___________________________________________

I verify that the attached Practicum experience logs are accurate and indicate the required number of hours and experiences as required in Massachusetts Department of Elementary and Secondary Education Regulations for Education Licensure, 603 CMR 7.00

______________________________________________________

Practicum Student SignatureDate

______________________________________________________

Simmons College Supervisor SignatureDate

______________________________________________________

Supervising PractitionerDate

DOCUMENTATION OF TEACHING TIME

Teaching time, recorded for the purposes of documentation for the Pre-Service Performance Assessment process may consist of the following: direct instructional and/or supervisory activities with students on IEPs:

Direct Instruction - individual instruction to one learner; teaching small group and/or whole class lessons that have been either co-planned with the supervising practitioner or independently planned by the intern;

Supervising Activities – Implementing IEP driven instruction during supervisory activities such as: supervising lunch, recess, study hall, independent seatwork, and/or classroom transitions

Interns should document their teaching time on a weekly basis on the form below.

Field_____________________ Level__________________________

Week of:

Subjects taught or activities supervised

Amount of time in inclusion

Amount of time in sub-separate

Total Hours

SP and/or Supervisor Initials

Total Hours

Use additional pages as needed.

The total number of logged hours must be equal to or exceed the number of hours required for the license sought.

Student signature:___________________________________________________________

Students please keep a copy for your records

DOCUMENTATION OF 100 HOURS OF FULL RESPONSIBILITY

Full responsibility is defined in the following way:

The intern plans and teaches a lesson taking full responsibility for instruction and classroom management. The supervising practitioner may be in the room, but does not intervene in the lesson. Lessons may be one-on-one, small group, or whole class format. Full responsibility extends to supervisory activities as well such as overseeing transitions, recess, or other activities where the intern is fully in charge and responsible for the students, class and instruction.

Time

Date

Description of Activity

Total Hours this Page

Intern Signature ________________________________________________________________________Supervising Practitioner Signature _________________________________________________________(Multiple copies of this page may be necessary)DOCUMENTATION OF ENGAGEMENT WITH ENGLISH LANGUAGE LEARNERS

An English Language Learner (ELL) is a student whose first language in not English. World-class Instruction and Design and Assessment (WIDA) defines English language learners as “linguistically and culturally diverse students who have been identified as having levels of English language proficiency that require language support to achieve grade-level content in English (http://www.wida.us/standards/eld.aspx). In addition, an ELL can be described as a student whose English language environment needs to be sheltered in order for him/her to be successful academically. Sheltered English Instruction may be defined by information at: http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml.

Engagement with English Language Learns can be describe as, but not limited to the following activities: Creating instructional materials that support students with diverse cultural and linguistic backgrounds; using appropriately designed visual and contextual aides when communicating with ELLS; using effective strategies and techniques for making content accessible to ELLs; differentiating instruction to accommodate learners who are at various levels of English language proficiency and literacy; collaborating with families to create strategies for supporting student learning both at home and at school.

Interns must document a minimum of 15 hours of engagement with ELLs as part of the pre-practicum or practicum experience

Time

Date

Description of Activity

Total Hours this Page

Intern Signature ________________________________________________________________________Supervising Practitioner Signature __________________________________________________________Simmons CollegePrograms in Special EducationLesson Plan Format(Moderate, Severe)

Practicum Student:Date:

Subject/Skills _____________Grade Level: Number of Learner(s):

Time of Lesson (Period)____________________________ Length of Lesson _______________

Curriculum Frameworks (use only Common Core) that would be taught to same age non-disabled peers)

Grade Level __________: Subject _________________Strand: _______________________________

Standard: ______________________________Page Number___________ Publication Date _______

1. Purpose/Objective/Function

a. Identify the purpose of the lesson

b. Identify how this lesson is linked to a sequential unit of study

2. Pre-requisite skills/knowledge

a. Identify any pre-requisite skills or abilities necessary for this lesson

b. Identify how formal and informal assessments have informed decisions in determining what and how to teach to individual students

3. Schedule and Pacing

a. Outline and sequence the lesson in the proposed order that it will be taught (an agenda)

b. Include the approximate pacing of each step

4. Materials

a. List materials used in the lesson

5. IEP Goals/Objectives/Benchmarks - (minimum 2 per lesson plan)

a. Record the IEP goals/objectives/benchmarks, verbatim, to be addressed within the lesson

b. In addition, rewrite objectives goals/objectives/benchmarks as observable and measureable (when necessary)

c. Identify how these IEP objectives or benchmarks inform instruction, selection of materials or selection of approaches

6. Specially – Designed Instruction

a. Identify specially designed instruction (content, methodology, and/or performance criteria) necessary to help individual students learn the academic content

b. Identify any assistive technology that will be used to help individual students learn and access the academic content

c. Identify any behavioral intervention strategies to help individual students learn and access the academic content.

7. Accommodations/Adaptations

a. Identify accommodations necessary to help individual students better access the curriculum

8. Possible Problems and Solutions

a. Brainstorm possible problems with the lesson/learners

b. For each possible problem, write a theoretical solution in advance of the lesson

9. Lesson Closure

a. Identify the process and procedure for closure of the lesson

10. Assessment

a. Identify assessment tool, process or procedure

b. Specify anticipated achievements in qualitative or quantitative terms

c. Assessment linked to the purpose of the lesson

11. Extension of the Lesson

a. Identify how the lesson will be extended through activities such as: Homework, Assignments, Follow-up activities, Future lesson, etc.

Simmons College


Media Consent Form

(to be used in the absence of a site-based consent form)

I have been informed that sound recordings and/or videotape footage of my child may be used as part of a training module for teachers serving learners with disabilities. I understand that my child’s name will not be used or any other information that may identify my child. I understand that the videotape will be used for instructional purposes only, and the Department and the student will not release the videotape to the public. The tape will be erased by the student at the conclusion of the assignment.

Name of Learner:

Signature of Parent/Guardian: Date:

(Student, if over 18)

School Name:

Street Address:

Town: State:_________________ Zip:

School Telephone:

Name of Supervising Practitioner:

Signature of Supervising Practitioner: Date:

Video/Audio Recording Form

Attach this form to your typed self-reflection document along with the formal lesson plan.

Date of Recording:______________ Topic of Lesson:___________________________

Length of the Recording: ______________________

Examples of concepts to reflect upon for the recording summary:

· Curriculum Frameworks Addressed

· How you began the lesson in an engaging manner

· An agenda was posted and referred to, and the steps that were to occur in the lesson were explicitly identified

· How male and female students were called upon equally

· Strategies that were used to engage reluctant learners

· Specialized instruction that was employed to help achieve the goals of the lesson for learners on IEPs

· Strategies that were employed to improve behavior of the class. Strategies that were employed to maintain the flow of instruction

· Teaching skills relative to the license sought

· What part(s) of the lesson might you do in a different (same) manner?

· What do you feel went especially well? On what do you base that?

· When you reviewed the recording, what surprised you most about your instruction/teaching style, or presentation?

We verify that all necessary consent was obtained for students prior to the recording of this lesson.

_________________________________________________________________

Intern signatureSupervising Practitioner signature

I have reviewed the recording and offer the following comments, suggestions:

Supervising Practitioner - signature

Simmons College

SPECIAL EDUCATION PRACTICUM

Three-Way Conference Record Form

The following signatures verify that the Mass. Department of Education Standards for teacher licensure have been reviewed during each three-way meeting by the supervising practitioner, the Simmons College supervisor, and the practicum student.

Intern’s Name:___________________________ Site:___________________________

Supervisor:____________________ Supervising Practitioner:___________________

Signature

Signature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Simmons College


Request for Professional Development Points Form

Name of Supervising Practitioner/Administrator:

Home Address:

Town: State: Zip:

Phone:

School Name:

Address:

Town: State: Zip:

Phone:

Social Security #:

Massachusetts Department of Elementary and Secondary Education Licensure #:

Field and Area:

Name of Practicum Student:

Dates of Practicum Experience:

This form must be returned by May 30, 2014

with a self-addressed, stamped envelope to:

Simmons College

Department of Education

300 The Fenway

Boston, MA 02115

Attn: Suzanne Kowalewski

Please note: Under the current regulations for licensure, Supervising Practitioners or Supervising Administrators holding Professional License may receive 15 PDPs per year.

Sample Waiver Letter

Waiver of Supervising Practitioner Licensure Requirement

Academic Year: 20xx – 20xx

For student file:

is currently serving as the Supervising Practitioner for . is seeking licensure in the area of .

We have reviewed the credentials of the supervising practitioner, and although he/she does not have the same license as that being sought by , the breadth of experience as well as the license(s) in , serve to make the supervising practitioner qualified to provide the direction and guidance that will be needed during the practicum year.

Respectfully submitted,


Judah Axe or Jane Hardin, or Chris Evans

Program Coordinator/Director

Practicum Verification – Simmons College

Practicum Student/Intern: ________________________________________________

Licensure Program: (check one)

□ Teacher of Students with Moderate Disabilities, Pre K – 8

□ Teacher of Students with Moderate Disabilities, 5 – 12

□ Teacher of Students with Severe Disabilities, Levels: All

To Whom It May Concern:

The above named student has identified your school as the location for her/his practicum responsibilities for the coming school year. The practicum experience is held in high regard at Simmons College and is the hallmark of the program that we offer. It is our belief that there can be no more powerful preparation for teaching than total emersion in the classroom under the guidance and support of a supervising practitioner and the Simmons College supervisor. As part of the approved program, Simmons College practicum exceeds the standards of the Department of Elementary and Secondary Education, and is generally a full academic year, or two-semester experience. To that end, Simmons College expects that the preponderance of that time is spent in direct contact each day with learners for the license sought.

The purpose of this letter is to help us in verifying that this practicum site will allow this student to have access to learners with [□ Moderate Disabilities, □ Severe Disabilities] (check one), as well as opportunities for this student to complete the state mandated inclusion time of at least 75 hours during the practicum year. When a student works in a substantially separate classroom or day program serving only students with special needs the inclusion hours may need to be done away from the practicum school. In those instances the practicum student needs to make the necessary arrangements to fulfill the inclusion hour requirements.

Please check the appropriate boxes below, sign this letter and return it in the stamped envelope so that we may proceed with assigning a supervisor for this student.

Students with special needs: (check one)

□ The practicum student will have access to students with special needs appropriate to the license sought at this practicum site

□ The practicum student will not have access to students with special needs appropriate to the license sought at this practicum site

Inclusion: (check one)

□ The practicum student will have access to students with and without IEPs and can complete the minimum 75 inclusion hours on site

□ The practicum student will need to complete the minimum 75 inclusion hours away from this site and will be supported in this requirement.

Name of Supervising Practitioner:______________________________________________________

□ The person identified to serve as the supervising practitioner understands the role and responsibility and can provide the support necessary for the practicum experience.

_________________________________________________________________________________

SignatureRole/Title

_____________

Date

Pre-Service Performance Assessment for Teachers

41

Simmons College | Manual | 2015-2016

The Commonwealth of MassachusettsDepartment of Education

350 Main Street, Malden, Massachusetts 02148-5023 Telephone: (781) 338-3000

43

Simmons College | Manual | 2013-2014

Pre-Service Performance Assessment for Practicum or Practicum Equivalent

Professional Standards for Teachers: See 603 CMR 7.08.

Part I –To be completed by the applicant.Practicum:__X___________Practicum Equivalent: ___________

1. Legal Name: (print)________________________________________________________________2. SSN: ______________________________

3. Address: _____________________________________________________________________________________________________________

4. Sponsoring Organization: Simmons College_____ Program & Level: __________________________

5. Practicum/Equivalent Course Number: SPND 438 (Pre K – 8), SPND 439 (5 – 12), SPND 468 (Severe) Credit Hours: ________ Course Title: Practicum in Special Education _____________________________________________________________________________

6. Practicum/Equivalent Site: ______________________________________________________7: Grade Levels of Students: _______________

8. Total number of practicum hours: 300+ Number of hours assumed full responsibility in the role: 300+

9. Other Massachusetts licenses held if any: __________________________________________________________________________________

10. Have any components of the approved program been waived (see Regulations 7.03(1)(b)): Yes _______________No______x____________

Part II – To be completed by the Program Supervisor

Name: (print)__________________________________________________________________Position/Title__ _

The Applicant completed a practicum/equivalent designed by the Sponsoring organization as partial preparation for the following license:

Applicant’s License Field: ___________________________________________________________Grade Level: __________________________

Part III – To be completed by the Supervising Practitioner

Name: (print)_____________________________________________________________________Position: _______________________________

School System: ___________________________________________________License: Initial (# yrs. experience): ______or Professional: _____

Massachusetts License #: ______________________________________________________Field(s): ____________________________________

Part IV – Initial 1, 2, and 3.

1. Initial meeting held at which the Professional Standards and the procedures for evaluation were explained to the Applicant.

Date: ________Applicant: _________________ Program Supervisor: __________________ Supervising Practitioner: __________________

2. Meeting held midway through the practicum at which the Applicant’s progress toward the Professional Standards was discussed.

Date: ________Applicant: __________________ Program Supervisor: _________________ Supervising Practitioner: __________________

3. Final meeting held to complete evaluation and to allow Applicant an opportunity to raise questions and make comments.

Date: ________Applicant: __________________ Program Supervisor: _________________ Supervising Practitioner: __________________

Part V

Candidate has successfully completed the Pre-Service Performance Assessment (Sections: 7.03(2)(a)(4) & 7.04(2)(b)(4)(b)) Yes: _____No: _____

Program Supervisor (sign): ____________________________________________________________________ Date: _____________________

Supervising Practitioner (sign): _________________________________________________________________ Date: _____________________

Mediator (if necessary: see 7.04(4))(sign): _________________________________________________________ Date: ____________________

Please use this assessment in conjunction with the Pre-Service Performance Assessment Guidelines: the rating scale is described on page 4; evaluation questions relating to the standards are pages 5 - 12, and license-specific questions per standard B2c are pages 13-44.

Standard A - Plans Curriculum and Instruction

Indicators

Evidence

1. Draws on content standards of the relevant curriculum frameworks to plan sequential units of study, individual lessons, and learning activities that make learning cumulative and advance students’ level of content knowledge.

(Specify Curriculum Framework title, learning standards, and concept and skills used [attach list if necessary]).

2. Draws on results of formal and informal assessments as well as knowledge of human development to identify teaching strategies and learning activities appropriate to the specific discipline, age, level of English language proficiency, and range of cognitive levels being taught.

3. Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom.

4. Identifies prerequisite skills, concepts, and vocabulary needed for the learning activities and design lessons that strengthen student reading and writing skills.

5. Plans lessons with clear objectives and relevant measurable outcomes.

6. Draws on resources from colleagues, families, and the community to enhance learning.

7. Incorporates appropriate technology and media in lesson planning.

8. Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms.

9. Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Rating:

Explanation of Rating for Standard A - Plans Curriculum and Instruction

Upon review of evidence based on the above standards, the student exceeds, meets or does not meet the standard.

Rating Scale: 1=Does Not Meet the Standard; 2=Meets the Standard, 3=Exceeds the Standard; NA=Not Applicable.

Candidate’s Name: _________________________________________License: ____________________

Program Supervisor (initial): _____________________Date: _________________

Supervising Practitioner (initial): __________________Date: _________________

Standard B – Delivers Effective Instruction

Indicators

Evidence

1. Communicates high standards and expectations when beginning the lesson.

a) Makes learning objectives clear to students.

b) Communicates clearly in writing, speaking, and through the use of appropriately designed visual and contextual aids

c) Uses engaging ways to begin a new unit of study or lesson.

d) Builds on students’ prior knowledge and experience.

2. Communicates high standards and expectations when

carrying out the lesson.

a) Uses a balanced approach to teaching skills and concepts of elementary reading and writing.

b) Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem solving, cooperative learning, and research projects (among others).

c) Demonstrates an adequate knowledge of and approach to the academic content of lessons. (See license-specific questions in Guidelines, pp. 13-44)

d) Employs a variety of reading and writing strategies for addressing learning objectives.

e) Uses questioning to stimulate thinking and encourages all students to respond.

f) Uses instructional technology appropriately.

g) Uses effective strategies and techniques for making content accessible to English language learners.

h) Demonstrates knowledge of the difference between social and academic language and the importance of this difference in planning, differentiating and delivering effective instruction for English language learners at various levels of English language proficiency and literacy.

3. Communicates high standards and expectations when extending and completing the lesson.

a) Assigns homework or practice that furthers student learning and checks it.

b) Provides regular and frequent feedback to students on their progress.

c) Provides many and varied opportunities for students to achieve competence.

4. Communicates high standards and expectations when evaluating student learning.

a) Accurately measures student achievement of, and progress toward, the learning objectives with a variety of formal and informal assessments, and uses results to plan further instruction.

b) Translates evaluations of student work into records that accurately convey the level of student achievement to students, parents or guardians, and school personnel.

1a

1b

1c

1d

2a

2b

2c (License-specific questions done on separate page)

2d

2e

2f

2g

2h

3a

3b

3c

3d

4a

4b

Rating:

Explanation of Rating for Standard B – Delivers Effective Instruction






Standard C – Manages Classroom Climate and Operation

Indicators

Evidence

1. 1. Creates and maintains a safe and collaborative learning environment that values diversity and motivates students to meet high standards of conduct, effort and performance.

2.

3. 2. Creates a physical environment appropriate to a range of learning activities.

4. 3. Maintains appropriate standards of behavior, mutual respect, and safety.

5. 4. Manages classroom routines and procedures without loss of significant instructional time.

1.

2.

3.

4.

Rating:

Explanation of Rating for Standard C – Manages Classroom Climate and Operation



Standard D – Promotes Equity

Indicators

Evidence

1. Encourages all students to believe that effort is a key to achievement.

2. Works to promote achievement by all students without exception.

3. Assesses the significance of student differences in home experiences, background knowledge, learning skills, learning pace, and proficiency in the English language for learning the curriculum at hand and uses professional judgment to determine if instructional adjustments are necessary.

4. Helps all students to understand American civic culture, its underlying ideals, founding political principles and political institutions, and to see themselves as members of a local, state, national, and international civic community.

5. Collaborates with families, recognizing the significance of native language and culture to create and implement strategies for supporting student learning and development both at home and at school.

1.

2.

3.

4.

6. 5.

Rating:

Explanation of Rating for Standard D – Promotes Equity






Standard E – Meets Professional Responsibilities

Indicators

Evidence

1. Understands his or her legal and moral responsibilities.

2. Conveys knowledge of and enthusiasm for his/her academic discipline to students.

3. Maintains interest in current theory, research, and developments in the academic discipline and exercises judgment in accepting implications or findings as valid for application in classroom practice.

4. Collaborates with colleagues to improve instruction, assessment, and student achievement.

5. Works actively to involve parents in their child’s academic activities and performance, and communicates clearly with them.

6. Reflects critically upon his or her teaching experience, identifies areas for further professional development as part of a professional development plan that is linked to grade level, school, and district goals, and is receptive to suggestions for growth.

7. Understands legal and ethical issues as they apply to responsible and acceptable use of the Internet and other resources.

1.

2,

3.

4.

5.

6.

7.

Rating:

Explanation of Rating for Standard E – Meets Professional Responsibilities

Upon review of evidence based on the above standards, the student exceeds, meets or does not meet the st

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