NORTHERN ILLINOIS UNIVERSITY
Department of Special and Early Education
SESE 449 Syllabus
Fall 2015
SESE 449–Clinical Experience in Special Education: Middle/Secondary Level
This six-week clinical experience requires teacher education candidate attendance
on Wednesday/Thursday for three weeks of advance days followed by Monday
through Thursday for three clinical weeks.
Suggested Texts
Johnson, L. (2005). Teaching outside the box: How to grab your students by
their brains. San Francisco, CA: Jossey-Bass.
Rosenberg, M.S., O'Shea, L., & O'Shea, D. J. (2006). Student teacher to master
teacher (4th Ed.). Upper Saddle River, NJ: Prentice-Hall.
Singleton, G. E., & Linton, C. (2006). Courageous conversations about race.
Thousand Oaks, CA: Corwin Press, Inc.
Vaughn, S. & Bos, C. S. (2011). Strategies for teaching students with learning
and behavior problems (8th ed.) Boston, MA: Pearson.
It is also expected that teacher education candidates will use texts from their
behavior management and methods classes.
Required Prerequisites
Satisfactory completion of TLSE 240, 260, 375, 420, 435, 454, 466. Candidates are
additionally required to enroll in TLSE 440, 455, 465, and 458; GPA of at least 2.75 (as
of May 2013) in the major; grade of C or better as required.
Catalog Description
Pre-student teaching clinical experience. Observation and instructional practice in
diverse special and/or regular middle or secondary education settings where students
with high-incidence disabilities receive special education services. Activities include
design, implementation, and evaluation of lesson plans. S/U grading.
Course Competencies
This course is designed to develop competencies in the following areas:
1. Plan and conduct instruction that applies knowledge and skills learned in
professional education courses. The instruction will occur in a diverse special
and/or general education setting where students with disabilities access the
2.
3.
4.
5.
6.
general education curriculum and receive special education services (IPTS: 1, 3, 5,
6; CEC: 1, 7; K, P, R).
Demonstrate understanding and sensitivity to the needs of all learners, including
learners from diverse family structures, socio-economic, cultural, ethnic,
religious, and racially diverse backgrounds (IPTS 1, 3, 4, 5, 6; CEC 1, 3; K, P, R).
Describe classroom observations and relate these observations to concepts
presented in education courses (IPTS 1, 2, 3, 5, 6; CEC 2, 3, 8; K, P, R).
Complete clinical assignments associated with your live-text standards-based
portfolio (IPTS 1-9; CEC1-8; K, P, R).
Demonstrate professional behaviors and dispositions (IPTS 9; CEC 9; K, P, R).
Write reflections for self-evaluation of your content base, teaching skills, and
professionalism (IPTS 9; CEC 9; K, P, R).
Clinical Student’s Roles and Responsibilities
The many responsibilities of the teacher education candidate may include, but are not
limited to the following:
1. Check Blackboard on a daily basis for announcements, updates, and information.
2. Submit paperwork (Clinical Student Information Form and Emergency Form) to your
cooperating teacher.
3. Meet the principal, cooperating teacher, and students.
4. Discuss course syllabi and clinical requirements with your cooperating teacher.
5. Discuss classroom management policies with your cooperating teacher.
6. Obtain a copy of your cooperating teacher’s teaching schedule and school
calendar.
7. Become familiar with your students (e.g. observe, interact, and reference student
files, talk to cooperating teacher and other staff).
8. Review SESE 440 assignment with your cooperating teacher. Discuss an
appropriate student, group of students, or class and learning strategy or study
skill that you will teach.
9. Review SESE 465 assignment with your cooperating teacher. Discuss an
appropriate content area and general education teacher with whom you may
collaborate and co-teach.
10. Review SESE 458 assignment with your cooperating teacher. Discuss an
appropriate student that you can assess and develop a transition plan.
11. Work regularly with students under the guidance of your cooperating teacher.
12. Write a behavioral objective for at least two learning activities to be shared with
the cooperating teacher and clinical supervisor.
13. Maintain a Daily Attendance Log.
14. During the last week of your clinical placement, thank both the cooperating
teacher and the building principal for their cooperation.
15. During the last week, discuss the progress of your students with them and leave
them with a positive feeling about their efforts and time spent with you.
Attendance and Absences
1. Teacher education candidates are expected to attend all clinical days and all
seminar sessions.
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2. In the event of an absence, the candidate must notify both his or her cooperating
teacher and the clinical supervisor as early as possible. The notification must
include the candidate’s name, the cooperating teacher’s name, the candidate’s
reason for the absence, and a scheduled make-up date (Fridays are a good day
to make up absences). Failure to contact the clinical supervisor and the
cooperating teacher will result in an unexcused absence.
3. Failure to make prior arrangements with the clinical supervisor, with regard to
missing a seminar, will result in an unexcused absence.
4. Candidates are expected to observe the same school hours as the regular faculty
at their school. (Minimum of 15 minutes before students arrive and 15 minutes
after students leave.)
5. Candidates are expected to be on time. Tardiness at the beginning of the day is
not permitted.
6. The candidate may not leave school without permission of the cooperating
teacher.
7. There are very rare instances of excused absences. They are: illness of the
candidate, a death in the immediate candidate’s family or other unusual and
unforeseeable circumstances not encountered by the other candidate that
prevent the candidate from attending. Decisions regarding whether absences
are excused are the responsibility of the clinical supervisor. The clinical
supervisor must be notified immediately regarding absence related to the clinical
experience. All absences during the clinical experience must be made up and
more than one excused field absence may result in being required to make up
missed days AFTER the scheduled end of 449. Documentation for all absences
is required. Arrangements for make-up days must be coordinated with the
cooperating teacher and reported to the clinical supervisor immediately.
8. In the event that there is a need for an extended absence (more than two
consecutive days), the clinical supervisor will secure appropriate documentation
for final approval before the absence is granted or taken.
9. Candidates will not be excused from any responsibilities in order to work, attend
other class functions, or perform other personal responsibilities.
10. The candidate has the option to attend school functions above and beyond this
guideline but may not trade or replace regularly scheduled clinical time for
special school events that occur outside of this time frame.
11. For information on NIU’s policy for religious observations, please visit the
following: http://www.seasite.niu.edu/flin/niu_policy_on_religious_observan.htm
(absences for religious accommodations will need to be made up regardless of
performance).
Professional Behavior
Candidates enrolled in early clinical courses represent NIU. Teaching is a professional
practice and candidates’ behavior, dress, and communication should reflect this
professionalism. The expectations listed here are basic expectations and do not reflect
a comprehensive list. Candidates should discuss the school’s policies for dress,
communication, and conduct with their co-operating teacher.
1. Candidates will maintain the confidential nature of any information regarding
students. A breach of confidentiality could be cause for dismissal and result in a
grade of “Unsatisfactory”.
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2. Candidates are expected to dress professionally each day they are at their
clinical site. Professionalism is defined using the following guidelines. Do not
wear:
a. jeans, sweat pants, pajama pants, or shorts
b. tight-fitting, provocative clothing (such as low-riders or crop tops)
c. revealing/low-cut tops
d. clothing that reveals undergarments
e. skirts/dresses that are shorter than 2-3 inches above the knee
f. leggings unless top/skirt/dress is 2-3 inches above the knee
g. flip flops or shoes that would prohibit you from performing your duties
safely
h. nose rings, eyebrow rings, tongue rings, lip rings, clear plastic studs
or “spacers”
i. tattoos – make sure they are covered
Professionalism is a broad concept depending on the situation and setting. The attire
and grooming of candidates while in the school must conform to the accepted good
practices of the school. To determine these practices, candidates should observe other
teachers and ask their cooperating teacher and principal for guidance. Candidates are
expected to participate in the culture of the school (e.g. spirit week, homecoming, Friday
jean day, etc.).
3. Make constructive use of the cooperating teacher's suggestions to improve
instruction.
4. Use “greetings and salutations” in all email correspondence such as “Dear Dr.
Conderman.”
Cooperating Teacher’s Roles and Responsibilities
The role of the cooperating teacher is vital because the cooperating teacher will have the
greatest amount of direct contact with the candidate. Ideally, the cooperating teacher
will serve as a mentor to the candidate to achieve the maximum benefit from the fieldbased experience. It must be remembered, however, that the cooperating teacher’s first
responsibility is to his/her students, ensuring that quality instruction is delivered
consistently. If at any time the cooperating teacher feels that the candidate is
compromising the education of his/her students, the cooperating teacher is encouraged
to notify the clinical supervisor and discontinue the candidate’s placement.
Among the responsibilities of the cooperating teacher are the following:
1. Introduce candidate to the building principal, secretaries, teaching colleagues,
supportive staff, and students.
2. Provide all necessary contact information and share building/classroom
procedures, school calendars, and schedules.
3. Ask the candidate to review course syllabus with you as to become aware of all
course and clinical requirements.
4. Discuss your classroom management policies with the candidate.
5. Provide as many opportunities as possible for the candidate to interact with the
students.
6. Provide independent and/or collaborative instructional opportunities (one-on-one,
small group, whole class).
7. Assist the candidate in planning appropriate lessons to present to your students.
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8. Review candidate’s written behavioral objectives for at least two learning
activities.
9. Observe candidate and offer timely and descriptive feedback as well as any
observable data you can provide. (i.e. students’ on task behavior, teacher
movement, positive affirmations, etc.)
10. Review and sign clinical checklist and attendance log.
11. Complete mid-point evaluation via the LiveText link provided by the clinical
supervisor. Please discuss your evaluation with the candidate and provide him or
her with a copy. Due to the nature and varying expectations of early clinical
placements, not all behaviors indicated on the evaluation form may be observed
or be consistently demonstrated by the candidate.
12. Complete the final evaluation via the LiveText link provided by the clinical
supervisor. Please discuss your evaluation with the candidate and provide him or
her with a copy. Due to the nature and varying expectations of early clinical
placements, not all behaviors indicated on the evaluation form may be
consistently present; however, there should be consistent development of skills
throughout the clinical experience.
13. Reflect with the candidate about professional growth as a teacher. Guide the
candidate in the process of self-evaluation of personal professional growth as well
as quality teaching techniques. Set aside at least 15 minutes a day to give
feedback to the candidate through conferencing.
14. Provide feedback to the supervisor and candidate. This is accomplished in a
variety of ways:
a. Daily / weekly feedback
b. Address issues/concerns early in the placement
c. Participate in providing feedback for the Mid Point Evaluation
d. Participate in providing feedback for the Final Evaluation
Retain a copy of the candidate’s attendance log for your records. This is the only
documentation you will need for proof of professional activities required for
certificate renewal-CPDUs. No other documentation will be provided.
Clinical Supervisor’s Roles and Responsibilities
The supervisor is the direct representative of the university and serves as a liaison
between the candidate and the requirements of NIU. The role of the supervisor is both
multiple and complex. It requires an on-going commitment to best teaching practices,
familiarity with current special education trends and literature, and strong interpersonal
and collaborative skills.
The university supervisor has many responsibilities including:
1. Conducting the following meetings for candidates: orientation meeting, CPI
seminar, wrap-up meeting.
2. Scheduling one asynchronous virtual supervision visit per candidate.
3. Consulting with the cooperating teacher as needed.
4. Requiring that the video submitted by the candidate be of him/herself delivering a
lesson (one to one or in a small group).
5. Providing written feedback after the virtual observation. If needed, the supervisor
will provide written and verbal communication at midterm if a candidate is in
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danger of failing and, if appropriate, write a Growth and Professional Support
Plan (GPS) to address specific remedial concerns.
Dispositions for Teaching
Dispositions for teaching are assessed and monitored throughout all classes in order to
intervene with support as needed.
Working with Candidates with Concerns
At Northern Illinois University, teacher education is a process that has several
checkpoints along the way to help ensure appropriate candidate growth in knowledge,
skills, and dispositions. During clinical experiences, problems may develop. Indicators
of problems may include, but are not limited to having poor management, instructional
skills, or inter-personal skills; being late; complaining; blaming; and resisting suggestions
for change. During clinical experiences, a Growth and Professional Support Plan (GPS)
will be written by the clinical supervisor stating the issue or problem and stating
expectations to promote the desired change.
Grading
To receive a satisfactory grade, a candidate must:
1. Submit the completed and signed Attendance Log and Clinical Checklist to the
clinical supervisor at the Wrap-up meeting.
2. Submit a Final Reflection on Blackboard by the due date.
3. Earn a score of 2 or higher in at least 27 competencies of the cooperating
teacher’s final evaluation.
Any student earning a final score of 1 in at least 2 competencies will be referred to the
Candidate Support Committee.
A grade of unsatisfactory will be given if at least one of the following occurs:
1. A candidate earns less than 27 “2s” on the final evaluation or a 1 in one of the
competencies under the Professional Behavior area.
2. The cooperating teacher does not recommend that the candidate continue and
the clinical supervisor endorses this recommendation after observing the
candidate in the field.
3. More than one unexcused absence.
Please Note: If no prior arrangements have been made with your instructor with
regard to not completing an assignment by the due date, an automatic evaluation
of “Unsatisfactory” will result.
While the cooperating teacher and the university supervisor generally discuss grading
considerations, the final grade will be determined by the university supervisor. To be
judged complete (satisfactory), all written assignments, expectations, and requirements
must be either typed or legibly written. Correct spelling and grammar are expected.
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Candidates who fail to complete assignments legibly with correct spelling and grammar
can be required to redo assignments. Repeated problems with written work will be
referred to the Candidate Support Committee.
Process for Grievance of Decisions
In the event that the candidate does not agree with the decision of the cooperating
teacher, he or she should contact the clinical supervisor immediately. The clinical
supervisor will communicate with the cooperating teacher to clarify the situation and
attempt to visit the site if possible. If the candidate appeals an evaluation from the
clinical supervisor, then the candidate may contact the Special Education Program
Coordinator, Jennifer Johnson, and set an appointment to discuss the situation. For
further advice, the candidate can make an appointment with the chair of SEED, Dr.
Barbara Schwartz-Bechet. If that decision is not agreed upon, then the candidate can
make an appointment with the Director of Advising in the Dean’s office. The final
grievance step will be with the Associate Dean.
Academic Integrity is expected as defined by the Undergraduate Catalog
Academic integrity is expected of all candidates. The attempt of any candidate to
present as his or her own that which he or she has not produced is regarded by the
faculty and administration as a serious matter. “Students are considered to have
cheated if they copy the work of another during an examination or turn in a paper or
assignment written, in whole or in part, by someone else. Students are guilty of
plagiarism, intentional or not, if they copy material from books, magazines, journals,
Internet, or other sources without identifying and acknowledging those sources or if they
paraphrase ideas from such sources without acknowledging them. Students guilty of or
assisting others in, either cheating or plagiarism on an assignment, quiz, or examination
may receive a grade of F for the course involved and may be suspended or dismissed
from the university.” (Undergraduate Catalog, 2012-2013). If academic misconduct is
suspected, the instructor will follow the “Faculty Guide to Academic Misconduct” issued
by the University Judicial Office.
Statement on Accommodations
Northern Illinois University is committed to providing an accessible educational
environment in collaboration with the Disability Resource Center (DRC). Any student
requiring an academic accommodation due to a disability should let his or her faculty
member know as soon as possible. Students who need academic accommodations
based on the impact of a disability will be encouraged to contact the DRC if they have
not done so already. The DRC is located on the 4th floor of the Health Services
Building, and can be reached at 815-753-1303 (V) or drc@niu.edu. Communication with
faculty or other staff members does not, by itself, constitute "self-disclosure" in fulfillment
of the university Americans with Disability Act (ADA) accommodation requirements. If
you have not already done so, you will need to register with the DRC office and request
that DRC send your accommodations to the clinical supervisor. Your special needs will
be handled in a confidential manner.
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NIU Conceptual Framework
The NIU Community of Learners builds on knowledge, practice, and reflection to
produce exemplary educators. The community encompasses scholars, education
professionals, and pre-service teachers in an interaction that develops the strengths that
embody excellence in education. These strengths include creative and critical thinking,
scholarship, and caring.
Application of these strengths emerges through the
collaborative efforts of a diverse community, which supports lifelong learning.
Revised August 2013
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Checklist of Clinical Activities – SESE 449
Candidate Name________________________________________________
Provide to the Clinical Supervisor at the final wrap-up meeting.
Date
1. Give the Clinical Student Information Form to your
cooperating teacher.
2. Give the Emergency Form to your cooperating
teacher.
3. Read course syllabi. Clarify any questions with
clinical supervisor.
4. Review course syllabi and clinical requirements
with your cooperating teacher.
5. Obtain a copy of your cooperating teacher’s
teaching schedule and school calendar.
6. Become familiar with your students (e.g. review
IEPs, converse with your cooperating teacher).
7. Discuss technology, classroom management, and
accommodations / modifications with your
cooperating teacher. Discussion points are
attached to the back of the syllabus.
8. Discuss with your cooperating teacher the
appropriate student or group and learning strategy
or skill for your TLSE 440 assignment.
9. Discuss with your cooperating teacher the
appropriate content area and general education
teacher with whom you will collaborate and coteach for TLSE 465.
10. Discuss with your cooperating teacher the
appropriate student for your TLSE 458 transition
assessment and transition plan project.
11. With your cooperating teacher, identify other times
that you will be working with students.
12. Write a behavioral objective for at least two learning
objective activities to be shared with your
cooperating teacher and clinical supervisor.
13. Maintain your Daily Attendance Log.
14. Review your cooperating teacher’s Mid Point
Evaluation and obtain a copy for your records.
15. Review your cooperating teacher’s Final Evaluation
and obtain a copy for your records.
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Signature
16. Write your Final Reflection (submit on Blackboard).
This is a personal reflection and there is no
need for the cooperating teacher to review this.
Revised August 2013
SPECIAL EDUCATION
SESE 418, 449, 463 Attendance Log
Candidate ___________________Cooperating Teacher______________
School________________________________________________________________
Directions: Please complete the following form to track your attendance during this
clinical experience. Then sign and make a copy for you cooperating teacher. Thank
you.
Date
Time In
Time Out
Total Hours
Cooperating
Teacher’s Initials
Total
This form documents the ISBE requirements for supervision of a pre-service teacher. Please retain a copy
of this for your records. It will serve as documentation for renewal of CPDUs. No other
documentation will be provided.
_______________________________________________ ______________________
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Candidate’s Signature
Date
_______________________________________________ ______________________
Cooperating Teacher’s Signature
Date
Technology
1. Make a brief list of technologies used (include, hardware, software, and assistive
technologies).
2. With your cooperating teacher, discuss his/her use of technology for students
with disabilities.
Accommodations/Modifications
1. With your cooperating teacher, discuss the accommodations or modifications that
they have in place for their students.
2. Discuss the following:
 The reasons or rationale for these accommodations or modifications.
 The success or efficacy of the accommodations or modifications.
 Stakeholders’ awareness (special instructor, general educator(s), student,
paraprofessional(s)) of the listed accommodations or modifications.
 How accommodations or modifications were implemented.
 Issues or concerns with accommodations/modifications for students at the
secondary level.
3. Did you see any of the accommodations/modifications in practice?
Classroom Management
1. Observe the classroom management system for at least one class period in:
 One or more general education classrooms.
 One or more special education classrooms.
2. Discuss with your cooperating teacher the similarities and differences in the
systems you observed.
3. Consider the following during your discussion:
 Were rules or expectations posted?
 How did the teachers respond to appropriate behavior?
 How did the teachers respond to inappropriate behavior?
 What was the function of any inappropriate behavior?
 Talk about any methods you observed that reminded you of
approaches discussed in any of your NIU courses.
 What might be alternative ways to respond to appropriate behaviors?
 What might be alternative ways to respond to inappropriate
behaviors?
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Revised August 2013
Reflective Prompt 418/449/463: Analysis of Instruction
Standard 9 - Reflective Practice: Professional Growth states:
The teacher is a reflective practitioner who continually evaluates the effects of his
or her choices and actions on others (students, parents, and other professionals in
the learning community) and who actively seeks out opportunities to grow
professionally.
Write a personal reflection describing your instruction during your video-recorded lesson.
The prompts below are provided to guide your writing. Your reflection should be no
more than 1 – 2 pages (double-spaced), and submitted via Blackboard. This is a personal
reflection and there is no need for the cooperating teacher to review this.
1. Briefly describe the video-recorded lesson you taught during your secondary field
experience. Include a description of the student(s) that were involved in the
instruction.
2. Describe a component of your lesson/instruction that went well/worked: 1) for
you as the instructor, and 2) for the student(s) as the learners.
3. Describe a component of your lesson/instruction that you would improve/change
if you were to teach the lesson again: 1) for you as the instructor, and 2) for the
student(s) as the learners.
4. What evidence did you see that your lesson plan & teaching was successful in
meeting the learning objectives of the lesson? (If you saw no evidence, what
would you change in your next lesson?).
This is a personal reflection and there is no need for the cooperating teacher to
review this.
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