FIELD WORK HANDBOOK
EHD 174 | EHD 178 | EHD 110D | EHD 170
SPED 171/172 | SPED 175/176
Multiple Subject and Education Specialist
Credential Programs
Office of Professional Field Experience
Spring 2014
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Introduction
Vision
The Kremen School of Education and Human Development is a center for academic excellence and
collaboration in the fields of education and counseling. Graduates will be community leaders who
advocate high standards and democratic values with attention to professional ethics and diversity.
Integration of educational technology and performance assessment is essential to all programs.
Mission Statement
The Kremen School of Education and Human Development's mission is the recruitment and
development of ethically informed leaders for classroom teaching, education administration, counseling,
and higher education. This NCATE-accredited unit fosters the candidate dispositions of collaboration,
valuing diversity, critical thinking, ethical judgments, reflection, and life-long learning. Our mission is
realized through a framework of teaching, scholarship, and services that addresses regional, state,
national, and international perspectives.
Goals

To recruit qualified candidates, who are representative of the diversity in our community,
into the fields of education and counseling, beginning with students in the public schools.

To be at the cutting edge of the application of best practice models and educational
technology.

To prepare education professionals who have a command of content knowledge and
pedagogy, and who continuously strive to improve their practice.

To support the lifelong development of practicing professionals with services and programs
including the doctorate.

To prepare professionals who are committed to leadership and service in diverse community
settings.

To integrate performance assessment as a key evaluation technique in each of our programs.

To sustain a university work environment that is exemplary in its humanity, ethics,
effectiveness and intellectual vitality.

To secure, through advancement efforts, the supplemental funding needed to provide the
margin of excellence for programs and special initiatives.

To be the higher education partner of choice for the public schools and other relevant
institutions of the five counties we serve in the Central Valley.
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Candidate Professional Dispositions
The Kremen School of Education and Human Development professional education unit fosters the
development of the following professional dispositions among our candidates. Candidates increasingly
reflect these dispositions in their work with students, families, and communities.
Reflection
Candidates develop the dispositional tendency to reflect on their
professional practice. We support the development of this
disposition by having candidates regularly reflect on their learning
and on their practice.
Critical thinking
Candidates analyze situational contexts, resulting in more
informed decision-making. We provide our candidates practice
analyzing the implications of intrapersonal, interpersonal and
contextual issues in educational settings.
Professional ethics
Candidates learn to make well-reasoned ethical judgments. We
foster this disposition by teaching ethical decision-making that
relies on reflection and results in professional action.
Valuing diversity
Candidates are able to work effectively with diverse populations
and recognize the importance of valuing of cultural, linguistic,
cognitive, and physiological diversity. We promote this
disposition through experiences in educational settings with
diverse populations and opportunities to discuss, observe, and
reflect on the benefits of valuing diversity.
Collaboration
Candidates learn and practice the skills of collaboration in their
classes and in their fieldwork. Furthermore, we model
collaboration in our work with one another and with the larger
educational community.
Life-long learning
Candidates demonstrate a commitment to life-long learning
about their profession and beyond. We foster this disposition
through pre-professional experiences that bring the candidate
into the profession in meaningful ways and by acquainting them
with opportunities for continuing professional growth.
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Table of Contents
Introduction ....................................................................................................................................... 1
Vision...........................................................................................................................................................1
Mission Statement .......................................................................................................................................1
Goals ...........................................................................................................................................................1
Candidate Professional Dispositions..............................................................................................................2
SECTION I: Credential Program Information ....................................................................................... 7
Program Options ..........................................................................................................................................9
Sample Course Sequences .......................................................................................................................... 10
Program Advisors ....................................................................................................................................... 11
Admission Information ............................................................................................................................... 11
Introduction to Field Experiences in the Multiple Subject and Special Education Credential Programs .......... 13
Qualifications Related to the California Reading Initiative (A.B. 3482 and A.B. 1178) .................................... 15
SECTION II: Qualifications and Role Expectations .............................................................................. 17
Qualification Criteria for School Sites, School Site Partners and Cooperating Teachers ................................. 19
EHD 174 Qualifications and Role Expectations ............................................................................................. 20
EHD 178/110D/170 | SPED 171/172/175/176 Qualifications and Role Expectations ..................................... 21
Role Expectations of Principals/School Site Administrators ......................................................................... 23
Qualifications and Role Expectations for University Supervisors .................................................................. 24
SECTION III: Professional Ethics ........................................................................................................ 27
Teacher Candidate Code of Ethics ............................................................................................................... 29
Confidentiality of Student Records.............................................................................................................. 30
SECTION IV: Procedures for Teacher Candidate Remediation/Reassignment/Dismissal...................... 31
Procedures for Teacher Candidate Remediation/Reassignment/Dismissal ................................................... 33
Candidate Plan of Assistance ...................................................................................................................... 35
Candidate Reassignment/Dismissal Form .................................................................................................... 37
SECTION V: EHD 174: Field Study A ................................................................................................... 39
EHD 174: Field Study A Syllabus .................................................................................................................. 41
EHD 174: Field Study A Competency Log ..................................................................................................... 49
Direct Instruction Lesson Plan ..................................................................................................................... 51
Mid Semester Self Reflection/Goal Setting .................................................................................................. 53
Final Self Reflection/Goal Setting ................................................................................................................ 55
Teacher Candidate Information Sheet EHD 174/ 174 ECE ............................................................................. 57
SECTION VI: EHD 178/110D Field Study B .......................................................................................... 59
EHD 178/110D: Field Study B Syllabus ......................................................................................................... 61
EHD 178/110D Student Teaching Competency Log ...................................................................................... 69
Competency Documentation Form ............................................................................................................. 75
Students in Context: Class Profile (Competency 1) ....................................................................................... 76
Direct Instruction Lesson Plan ..................................................................................................................... 79
Co-Teaching Strategies & Examples ............................................................................................................. 81
Inquiry Lesson Plan Format ......................................................................................................................... 83
Final – Teacher Candidate Assessment/Goal Setting – EHD 178/110D .......................................................... 87
Guidelines For EHD 178/110D Teacher Candidate Evaluation ....................................................................... 89
Observation Feedback Form (EHD 178/170/110D) ....................................................................................... 93
Classroom Observation Feedback Form....................................................................................................... 95
SECTION VII: SPED 171 Initial Practicum Mild/Moderate .................................................................. 97
SPED 171 Syllabus Initial Practicum in Mild/Moderate Disabilities ............................................................... 99
Practicum Completion Checklist/Evaluation – SPED 171 ............................................................................ 108
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Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 111
Students in Context: Class Profile .............................................................................................................. 112
Daily Instructional Block Plan .................................................................................................................... 115
K-W-O Chart ............................................................................................................................................. 116
Lesson Plan Template ............................................................................................................................... 117
SPED Lesson Plan Rubric ........................................................................................................................... 119
Special Education Practicum Observation Feedback Form.......................................................................... 121
Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 125
Short-Term Goal Planning Form ................................................................................................................ 129
Student Self-Reflection ............................................................................................................................. 130
SECTION VIII: SPED 172 Initial Practicum Moderate/Severe .............................................................131
SPED 172 Syllabus Initial Practicum in Moderate/Severe Disabilities .......................................................... 133
Practicum Completion Checklist/Evaluation – SPED 172 ............................................................................ 142
Co-Teaching Requirements Preliminary Education Specialist Credential | Moderate/Severe ...................... 145
Students in Context: Class Profile .............................................................................................................. 146
Daily Instructional Block Plan .................................................................................................................... 149
K-W-O Chart ............................................................................................................................................. 150
Lesson Plan Template ............................................................................................................................... 151
SPED Lesson Plan Rubric ........................................................................................................................... 153
Special Education Practicum Observation Feedback Form.......................................................................... 155
Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 159
Short-Term Goal Planning Form ................................................................................................................ 163
Student Self-Reflection ............................................................................................................................. 164
SECTION IX: EHD 170 Field Study C ..................................................................................................165
EHD 170: Field Study C: Final Student Teaching Syllabus ............................................................................ 167
EHD 170: Final Student Teacher | Weekly Goal Calendar .......................................................................... 177
EHD 170 Teacher Candidate End of the Semester Checklist for Final Meeting with University Supervisor...... 181
Direct Instruction Lesson Plan ................................................................................................................... 182
Co-Teaching Strategies & Examples ........................................................................................................... 184
Final – Teacher Candidate Assessment/Goal Setting – EHD 170/160A/160B ............................................... 189
Guidelines For EHD 170, 160A, 160B, 170ECE Teacher Candidate Evaluation .............................................. 191
Classroom Observation Feedback Form..................................................................................................... 195
Classroom Observation Feedback Form..................................................................................................... 197
Competencies for Literacy Development: Phase III ................................................................................... 199
Section X: SPED 175 Final Practicum Mild/Moderate .......................................................................201
SPED 175 Syllabus Final Practicum in Mild/Moderate Disabilities .............................................................. 203
Practicum Completion Checklist/Evaluation – SPED 175 ............................................................................ 213
Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 216
Students in Context: Class Profile .............................................................................................................. 217
K-W-O Chart ............................................................................................................................................. 221
Lesson Plan Template ............................................................................................................................... 222
Special Education Practicum Observation Feedback Form.......................................................................... 226
Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 230
Short-Term Goal Planning Form ................................................................................................................ 235
Student Self-Reflection ............................................................................................................................. 236
Section XI: SPED 176 Final Practicum Moderate/Severe ...................................................................237
SPED 176 Syllabus Final Practicum in Moderate/Severe Disabilities ........................................................... 239
Practicum Completion Checklist/Evaluation – SPED 176 ............................................................................ 249
Co-Teaching Requirements Preliminary Education Specialist Credential | Mild/Moderate .......................... 253
Students in Context: Class Profile .............................................................................................................. 254
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K-W-O Chart ............................................................................................................................................. 258
Lesson Plan Template ............................................................................................................................... 259
Special Education Practicum Observation Feedback Form.......................................................................... 263
Midterm and Final Evaluation |SPED 171/172/175/176 ............................................................................. 267
Short-Term Goal Planning Form ................................................................................................................ 271
Student Self-Reflection ............................................................................................................................. 272
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SECTION I:
Credential Program Information
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Program Options
The Kremen School of Education and Human Development’s teacher education program provides
several options in which students may participate while pursuing a teaching credential. Each option is
intended to provide a slightly different focus and training methodology for students. Currently, the
major options being offered are as follows:
General (Multiple Subject only) – general option designed for students who are interested in teaching
student in general education, grades K-8.
General (Education Specialist only [Mild/Moderate or Moderate/Severe]) - general option designed for
students who are interested in teaching in Special Education settings, grades K-age 22.
Early Childhood Education - a block program designed with an emphasis on Early Childhood Education
Dual Credential Program - teacher candidates may simultaneously work on a Multiple Subject and
Education Specialist Credential.
Dual Early Childhood Education - a block program designed with an emphasis on Early Childhood
Education (Mild/Moderate Special Education only).
BCLAD - The multiple subject BCLAD credential authorizes the holder to provide academic instruction to
English Learner students in their primary language.
Communicative Disorders - designed for students who wish to prepare for specialization in special
education as educators of the deaf.
Partnership Cohorts - a block program where classes are taught at an elementary school site.
Internship program - an alternative certification program for those who complete their program while
under full time employment as classroom teachers.
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Sample Course Sequences
*Please refer to your advising sheet for your specific course requirements.
Prerequisites: EHD 50; CI 100; SPED 120 (SPED and Dual)
Multiple Subject Only
Special Education Only
Dual
Phase 1
CI 171 Understanding the Learner, Instructional
Design, and Assessment
LEE 172 Cultural and Language Contexts of the
Classroom
LEE 173 Teaching Reading and Social Studies in
Grades 4-8
EHD 174 Field Study A
EHD 174A Field Study Seminar
LEE 172 Cultural & Language Contexts of the
Classroom
LEE 173 Teaching Reading & Social Studies in
Grades 4-8
EHD 178 Field Study B
EHD 178A Field Study Seminar
SPED 130 Assessing Students with Special Needs
SPED 145 Designing Effective Environments for
Students with Disabilities
CI 171 Understanding the Learner, Instructional
Design, & Assessment
LEE 172 Cultural & Language Contexts of the
Classroom
LEE 173 Teaching Reading & Social Studies in
Grades 4-8
SPED 130 Assessing Students with Special Needs
EHD 174 Field Study A
EHD 174A Field Study Seminar
LEE 177 Teaching Reading and The Arts in Grades
K-3
CI 176 Mathematics Instruction and Applied
Assessment
SPED 125 Positive Behavior and Social Supports
SPED 136 Assessment, Curriculum Design &
Instruction for Students with Mild/Moderate
Disabilities –OR- SPED 146 Assessment &
Instruction for Students with Moderate/Severe
Disabilities
SPED 171 Initial Practicum in Special Education
MM –or- SPED 172 Initial Practicum in Special
Education MS
LEE 177 Teaching Reading and The Arts in Grades
K-3
CI 175 Science Instruction and Applied
Technology
CI 176 Mathematics Instruction and Applied
Assessment
SPED 125 Positive Behavior and Social Supports
EHD 110D Field Study B (Dual Placement)
EHD 178A [1 unit] Field Placement Seminar
SPED 219 Home-School Collaboration/Effective
Communication & Collaborative Partnerships
SPED 233 Special Educator as Researcher
SPED 246 (previously SPED 137) Specific
Instructional Strategies and Transition Planning
for Students with Mild/Moderate Disabilities OR- SPED 247 (previously SPED 147) Advanced
Environmental Design & Instruction for Students
with M/S Disabilities
SPED 175 (6 units) Final Practicum in Special
Education MM –OR- SPED 176 (6 units) Final
Practicum in Special Education MS
EHD170A [2 units] Field Placement Seminar
SPED 136 Assessment, Curriculum, and
Instruction for Students with Mild/Moderate
Disabilities –OR- SPED 146 Assessment &
Instruction for Students with Moderate/Severe
Disabilities
SPED 145 Designing Effective Environments for
Students with Disabilities
EHD 170 [9 units] Field Study C | Final Student
Teaching Multiple Subject
EHD 170A [2 units] Field Placement Seminar
Phase 2
CI 175 Science Instruction and Applied
Technology
CI 176 Mathematics Instruction and Applied
Assessment
LEE 177 Teaching Reading and the Arts in Grades
K-3
EHD 178 Field Study B
EHD178A Field Study Seminar
Phase 3
SPED 179 Differentiated Instruction and
Classroom Management
EHD 170 Field Study C
EHD 170A Field Study Seminar
Phase 4
SPED 219 Home-School Collaboration/Effective
Communication & Collaborative Partnerships
SPED 233 Special Educator as Researcher
SPED 246 (previously SPED 137) Specific
Instructional Strategies and Transition Planning
for Students with Mild/Moderate Disabilities -ORSPED 247 (previously SPED 147) Advanced
Environmental Design & Instruction for Students
with M/S Disabilities
SPED 175 (6 units) Final Practicum in Special
Education MM –OR- SPED 176 (6 units) Final
Practicum in Special Education MS
*For other credential options, please contact a program advisor
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Program Advisors
Admissions/General Program Advising
ED 100 | 278-0300
Multiple Subject Credential
Dr. Lisa Nyberg
ED 233 | 278-0313 | lnyberg@csufresno.edu
Special Education/Dual Credentials
Dr. Elisa Jamgochian
ED 351 | 278-4011 | ejamgochian@csufresno.edu
Early Childhood Education
Dr. Susan Macy
ED 259 | 278-0267 | smacy@csufresno.edu
Field Placement
Janine Quisenberry
ED 239 | 278-0215 | jquisenb@csufresno.edu
Partnerships
Dr. Colleen Torgerson
ED 255 | 278-0328 | colleen@csufresno.edu
BCLAD
Dr. Teresa Huerta
ED 253 | 278-0364 | thuerta@csufresno.edu
Internship
Rich Firpo
ED 200B | 278-0246 | rfirpo@csufresno.edu
Admission Information
State Admission Requirements: California Code of Regulations, Section 41100, mandates that for
admission to a teaching credential program, the student must be assessed in terms of the following
criteria:
Prerequisite Courses and Field Experiences. The candidate shall have successfully completed a
supervised early field experience and other prerequisite courses and experiences prescribed by the
campus.
Professional Aptitude. The candidate shall demonstrate suitable aptitude for teaching in the public
schools. Aptitude is assessed through interviews and letters of recommendation.
Physical Fitness. The candidate shall satisfy the standards of physical fitness required by the State
Credentialing Agency.
Fundamental Skills. The candidate shall demonstrate proficiency in fundamental skills in written and
spoken English, reading, and mathematics.
Scholarship. The candidate shall have attained a grade point average of at least 2.67 in all baccalaureate
and post baccalaureate coursework or a grade point average of at least 2.75 in the last 60 semester units
attempted.
Personality and Character. The candidate shall demonstrate personality and character traits that satisfy
the standards of the teaching profession.
Admission Exceptions. If a candidate has not met one or more admission requirements but possesses
compensating strengths in other required areas, he or she may apply for conditional admission which
must be cleared prior to admission to student teaching. The number of exceptions granted each year
shall not exceed 15 percent of the total number of candidates admitted during the previous year.
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To obtain a first credential, a student must:
a. Complete a Bachelor degree
b. Pass all sections of the CSET
c. Pass all subsections of the CBEST or equivalent
d. Pass the RICA
e. Meet the Constitution Requirement
f. Meet Character and Clearance requirements
g. Complete CPR certification (card)
h. Multiple Subject only- Complete all Program Requirements/TPA’s (Courses/GPA 3.0/grades C or
better)
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Introduction to Field Experiences in the Multiple Subject and Special Education
Credential Programs
The credential programs at Fresno State prepare teacher candidates through required coursework and
field experiences. The overall goal of the Kremen School of Education and Human Development is to
produce a graduate who is a reflective collaborative practitioner. Holders of Multiple Subject
Credentials are authorized to teach in self-contained classrooms commonly found in elementary schools.
The Education Specialist Credential authorizes the holder to teach students with mild/moderate or
moderate/severe disabilities (K-age 22) in public or private school programs, clinics, special schools,
resource classrooms, educational programs, residential facilities, hospitals, and other agencies serving
persons with special needs.
To address the tremendous social, economic, cultural, and developmental diversity that exists in our
classrooms today, Teacher Candidates are provided diverse teaching experiences. Accordingly, during
the student teaching experience, candidates will be placed in at least two different grades and socioeconomic settings during their student teaching. Teacher Candidates will also be afforded the
opportunity to prepare and use instructional strategies, activities, and materials that are appropriate for
students with diverse needs, interests, and developmental levels.
Please refer to your advising sheet for your specific fieldwork requirements.
EHD 174 requires a classroom placement in grades 4-8 two afternoons a week plus seminars. The focus
is to work with individuals or small groups of students in reading/language arts and social studies.
Teacher Candidates are given opportunities to practice applying the methodologies and strategies
learned in classes that are taken concurrently with EHD 174.
EHD 174 A: Field Experience Seminars
EHD 178 requires four concurrent mornings a week in a classroom plus seminars. The Teacher
Candidates work with small groups and teach whole class lessons to students in grades K-3. Teacher
Candidates are given opportunities to practice applying the methodologies and strategies learned in
classes that are taken concurrently with EHD 178. EHD 178 Student Teaching is intended to introduce
Teacher Candidates to practical classroom teaching under the guidance of Cooperating Teachers and to
enable the institution to determine when candidates are ready to begin daily supervised teaching.
EHD110D requires a minimum of 20 hours, Monday-Friday from 8:00-12:00 (approximately 16 hours in
general education and 4 hours in special education), plus seminars/lab as scheduled. The Teacher
Candidates work with small groups and teach whole class lessons to students in grades K-3 and special
education. Teacher Candidates are given opportunities to practice applying the methodologies and
strategies learned in classes that are taken concurrently with EHD 110D. EHD 110D Student Teaching is
intended to introduce Teacher Candidates to practical classroom teaching under the guidance of
Cooperating Teachers and to enable the institution to determine when candidates are ready to begin
daily supervised teaching.
EHD 178A: Field Experience Seminars
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EHD 170 is the final Multiple Subject student teaching experience, which involves practicing the theory
and methods learned in coursework and promotes the analysis of the Teacher Candidate’s own
teaching. For Teacher Candidates to make progress, it is important that Cooperating Teachers and
Teacher Candidates share in all aspects of classroom management. Teacher Candidates receive ample
time to work with students and to demonstrate the ability to use a variety of methods and techniques.
EHD 170 offers continuing opportunities for Teacher Candidates to apply what they have learned and to
assume responsibilities of full-time teachers. This field experience culminates in taking over the
classroom for two consecutive weeks including planning, implementing, and assuming all classroom
duties. It is hoped that each graduate will continue striving toward educational leadership and
professional growth through lifelong learning.
EHD 170A: Field Experience Seminars
SPED 171/172 requires a minimum of 16 hours per week in a K-12 classroom, RSP or SDC setting, serving
students identified with Mild/Moderate (171) or Moderate/Severe (172) disabilities. Teacher Candidates
will spend a minimum of 200 hours in the field setting completing assessment, curriculum development
and implementation, instructional activities and other professional duties of the special education
teacher. Teacher candidates are required to demonstrate competency in planning, assessment and
instructional tasks required of effective special educators while steadily increasing their classroom
responsibilities. Successful teacher candidates will take over some small group and individual student
responsibilities of their Cooperating Teacher for a period of two weeks at the end of the semester.
SPED 175 and 176 are the final student teaching practicum experiences for Special Education. Teacher
candidates will take part in a full time teaching experience in a K-12 classroom, RSP or SDC, serving
students identified with Mild/Moderate (175) or Moderate/Severe (176) disabilities. They will spend a
minimum of 350 hours in the field setting completing assessment, curriculum development and
implementation, instructional activities and other professional duties of the special education teacher.
Teacher candidates are required to demonstrate competency in those planning, assessment and
instructional tasks required of effective special educators while steadily increasing their classroom
responsibilities. Successful teacher candidates will take over most responsibilities of their Cooperating
Teacher for a period of three weeks at the end of the semester.
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Qualifications Related to the California Reading Initiative (A.B. 3482 and A.B. 1178)
The California Commission on Teacher Credentialing has set standards for Cooperating Teachers in
regards to reading instruction. The following requirements from the Standards for the Preparation
of Multiple Subject Teaching Credential Candidates for Reading, Writing and Related Language
Instruction in English are of particular importance for students enrolled in EHD 174, EHD 178, SPED
171/172, EHD 170, and SPED 175/176.
All candidates are placed in field experience sites and student teaching assignments with teachers
whose instructional approaches and methods in teaching are consistent with a balanced,
comprehensive program and who collaborate with institutional supervisors and instructors.
The field experiences of each Credential candidate, including student teaching assignments, are
designed to establish cohesive connections between reading methods coursework, reading-related
coursework, and the practical experience components of the program, which provide ongoing
opportunities to participate in effective reading instruction.
The institution provides for careful and thorough communication and collaboration between field
site supervisors, student teaching supervisors and reading methods instructors to assure modeling
of effective practice, monitoring of candidate progress, and the assessment of Credential candidate
attainment of performance standards in reading, writing and related language instruction.
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SECTION II:
Qualifications and Role Expectations
17
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Qualification Criteria for School Sites, School Site Partners and Cooperating Teachers
Selection of school sites, school site partners and Cooperating Teachers is done through collaborative
efforts between the Director of Professional Field Experiences, Program Coordinators, University
Supervisors and local school administrators. Sites are selected based on the following criteria
a) School-site staff are involved in staff training activities on a continual basis school curriculum and
teachers practices whose instructional approaches and strategies are balanced, comprehensive,
and consistent with current research as reflected in state policy.
b) Student population provides variety for Teacher Candidates such as age, gender, ethnicity,
language, special needs and socioeconomic backgrounds
c) District personnel, school-site administrators and teachers are willing to work cooperatively with
University Supervisors and Teacher Candidates
d) Teachers are willing to attend university trainings such as co-teaching and Cooperating/Master
Teacher workshops.
e) Area, location and size of sites meet current Teacher Candidate needs
f) Data from sources such as Educational Research, Academic performance index and Fresno State
Cooperating/Master Teacher data bases are also considered.
California State University, Fresno also follows selection criteria as described in CCTC Standards for the
Preparation of Teaching Credential Candidates for Reading, Writing and Related Language Instruction in
English. The University provides adequate resources to staff reading and language arts courses, including
sufficient numbers of positions (including permanent positions) for instructional faculty and field
supervisors, and provides sufficient resources to build communication and cooperation between faculty
members, school district personnel and classroom teachers that reinforce connections between
coursework and field experiences pertaining to reading and language arts instruction.
Using the established criteria for selection of sites and the qualifications for Cooperating/Master
Teachers, the Director of Professional Field Experiences and/or her designee (University Supervisor)
work through the on-site administrator to finalize assignments and procedures for orientations. Teacher
Candidates are not assigned to schools in which their children are enrolled or those in which family
members are employed.
Cooperating/Master Teachers are encouraged to attend a Cooperating/Master Teacher Training
Workshop at the university every year in the fall.
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California State University, Fresno
Kremen School of Education and Human Development
Multiple Subject/Special Education Credential Program
EHD 174 Qualifications and Role Expectations
University Supervisor:
Phone:
Email:
Qualifications for School Site Partners for EHD 174
Positive, enthusiastic teacher with an appropriately managed classroom who is willing to share their
classroom and students with 1-5 Teacher Candidates two afternoons a week.
Role Expectations of School Site Partners for EHD 174
1. Helps Teacher Candidates develop the skills and knowledge needed for successful teaching.
2. Retains the legal responsibility for the classroom and the playground at all times.
EHD 174 Teacher Candidates are not permitted to serve as substitute teachers during any of the
days they are on duty.
3. Introduces and acquaints the Teacher Candidates with school and classroom management
procedures, including the dress code, specialized programs, library resources, technology, state
and/or district frameworks, content standards, disciplinary and emergency procedures.
4. Assigns and gives the Teacher Candidates blocks of time to work with a student or a small group
of students two afternoons a week teaching reading/language arts. Identifies the reading
language arts materials available at the school site. Note: The teacher candidate is responsible
for completing the course competencies and the university supervisor is responsible for
reviewing and verifying that they have been completed.
5. Assists the Teacher Candidates in identifying appropriate social studies content standards and
materials to be used in a coordinated three week series of lessons using social studies content.
6. Allots time for the Teacher Candidate to teach a three week series of lessons using social studies
content.
7. Provides feedback to the University Supervisor as needed.
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California State University Fresno
Kremen School of Education and Human Development
Multiple Subject/Special Education Credential Program
EHD 178/110D/170 | SPED 171/172/175/176 Qualifications and Role Expectations
University Supervisor:
Phone:
Email:
Qualifications for Cooperating/Master Teachers
When identifying classroom teachers to supervise Multiple Subject Credential and Education Specialist
candidates in EHD 178, 110D, and EHD 170 field study and SPED Practicum experiences (SPED 171/172,
175/176), the institution confers with district personnel, carefully analyzes their pedagogical practices
and selects teachers whose instructional approaches and strategies are balanced, comprehensive, and
consistent with current research as reflected in state policy.
1. Teachers who supervise candidates' field experiences have had academic preparation, successful
experience in teaching appropriate curriculum subject(s) and have remained current with
changes in the profession and the student population. Cooperating Teachers are highly qualified,
credentialed teachers with 3 or more years of classroom experience as a practicing classroom
teacher to provide the best possible role model for Teacher Candidates.
2. Cooperating Teachers demonstrate generally-accepted positive leadership qualities, such as
intelligence, good oral and written communication skills, acceptance of multiple alternative
solutions to complex problems, decisiveness, clarity of vision, and well-developed interpersonal
skills and sensitivities.
3. Cooperating Teachers are able to collaborate effectively with adults and ask the right questions
of beginning teachers in order to stimulate their growth and independence. Having a knowledge
base about accepted practice is important for Cooperating Teachers, but a big part of a
Cooperating Teacher’s job is to stimulate independence. Raising questions is an important part
of the learning process, and it should help both the Teacher Candidate and the Cooperating
Teacher.
4. Cooperating Teachers are receptive of Teacher Candidate’s use of a variety of methods and
encourage them to develop their own style of teaching.
5. Cooperating Teachers emphasize the principles of continuous learning and reflection.
Cooperating Teachers play an important role in modeling desirable attitudes and values, as well
as in helping newcomers to understand specific practices. For example, Cooperating Teachers
should be current in their knowledge of the subject matter, California State Frameworks,
California Standards for the Teaching Profession, Common Core Standards and district guidelines.
They should be current in the latest teaching methodologies and be involved in curriculum
development. In addition, active participation in school-related activities and committees is
expected.
6. Cooperating Teachers acquaint the Teacher Candidates with the everyday survival skills in the
teaching profession. It is important that a beginning teacher learn the expectations and
responsibilities of a teacher at a school site. Not only is it a critical skill that will enable a teacher
to accomplish his/her professional and school goals, but also a genuine survival skill.
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Role Expectations of Cooperating/Master Teachers
Helps a Teacher Candidate to develop the skills and knowledge needed for successful teaching.
1. Retains the legal responsibility for the classroom and the playground at all times.
Teacher Candidates should accompany Cooperating Teachers on bus duty, lunch duty and yard duty
but should not serve as a substitute for their Master Teacher.
2. EHD 178/EHD 110D/SPED 171/172 Teacher Candidates are not permitted to serve as substitute
teachers during any of the days they are on duty as student teachers.
3. EHD 170/SPED 175/176 Teacher Candidates are not permitted to serve as substitute teachers at any
time unless authorization has been previously obtained from the University Supervisor and Director
of Professional Field Experiences (278-0257). Authorization will only be granted upon documented
need from the school district during the last 4-6 weeks of the semester. An agreement form must be
completed, turned in to the Director of Professional Field Experiences, and then forwarded to the
Credential Analyst.
4. Introduces and acquaints the Teacher Candidate with school and classroom management procedures
including the dress code, child abuse reporting, incident reports, specialized programs, library
resources, technology, state and/or district frameworks, content standards, disciplinary and
emergency procedures.
5. Models effective teaching methods for a given school subject before asking Teacher Candidate to
teach the subject.
6. Assigns responsibilities to the Teacher Candidate and assists the Teacher Candidate in meeting
competencies.
7. Arranges for the Teacher Candidate to attend grade level and or Professional Learning Communities,
Student Study Team/IEP, faculty, parent/school meetings and to participate in parent conferences
when applicable.
8. Arranges a weekly planning period with the Teacher Candidate. Gives continuous feedback to the
Teacher Candidate- both written and verbal. Uses effective questioning strategies to help the
student become skillful in self-assessment and goal setting. Maintains communication with the
University Supervisor regarding the student’s progress.
9. Arranges for the Teacher Candidate to have ample teaching opportunities in a variety of subjects.
The Teacher Candidate should plan and resume all classroom duties for at least two weeks (EHD
170 and SPED 175/176).
10. Reviews all lesson plans of Teacher Candidate at least one day prior to teaching.
11. Changes the class schedule when necessary to facilitate the observation of the Teacher Candidate by
the University Supervisor.
12. Agrees to complete required Mid Semester and Final Assessment/Goal Setting forms at a designated
date set by the University Supervisor. Participates in a mid-semester meeting with Teacher Candidate
and University Supervisor and final evaluation conference with the Teacher Candidate. When
assessing the Teacher Candidate, account is taken of the student’s stage as a beginning teacher.
Gives input regarding course credit to the University Supervisor. A letter of reference is optional.
13. Informs University Supervisor of Teacher Candidate’s absences, inappropriate dress or concerns
regarding professionalism.
22
California State University Fresno
Kremen School of Education and Human Development
Multiple Subject/Special Education Credential Program
Role Expectations of Principals/School Site Administrators
University Supervisor:
Phone:
Email:
Role Expectations of School Principals
1. Works with the Director of Professional Field Experiences and the University Supervisor to assign
Teacher Candidates a School Site Partner or Cooperating/Master Teacher.
2. Holds an orientation meeting to acquaint the Teacher Candidate with:
a. School and community demographics
b. School/district policies and philosophies
c. School site facilities, staff and resources
d. School dress code
e. Parking
f. Sign in and identification
g. Procedures for emergencies, reporting accidents, child abuse, sexual harassment,
appropriate/inappropriate touching and interactions, discipline and bullying
NOTE:
The legal responsibility for the classroom and the playground remains with the paid employees.
Teacher Candidates should accompany Cooperating Teachers on bus duty, lunch duty and yard duty
but should not serve as a substitute for their Master Teacher.
EHD 174, EHD 178, EHD 110D and SPED 171/172 Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as Teacher Candidates.
EHD 170 and SPED 175/176 Teacher Candidates are not permitted to serve as substitute teachers at
any time unless authorization has been previously obtained from the Director of Professional Field
Experiences (278-0257) and University Supervisor. Authorization will only be granted upon
documented need from the school district during the last 4-6 weeks of the semester. An agreement
form must be completed, turned in to the Director of Professional Field Experiences, and then forwarded
to the Credential Analyst.
23
Qualifications and Role Expectations for University Supervisors
The University Supervisor is a faculty member of the Kremen School of Education and Human
Development. S/he is assigned Teacher Candidates by the Director of Professional Field Experiences. The
supervisor has access to office space in the Education Building but is generally visiting or meeting with
student teachers at their assigned school sites. Serving as a liaison between the University and
cooperating schools, s/he provides the schools with information about Teacher Candidates and the
program. In turn, s/he communicates the cooperating schools’ suggestions and needs to the University
for the improvement of the teacher education program.
Experience as a public school teacher in the area in which they are supervising student teachers; a
master’s degree or higher; training in supervision; good communication skills; ability to articulate the
University’s philosophy of teacher education; and knowledge of current curriculum methods and
practices are required.
EHD 174 Role Expectations of University Supervisors
1. Works collaboratively with the Director of Professional Field Experiences and principal to make
classroom assignments.
2. Meets with School Site Partners to go over competencies and discuss expectations.
3. Makes weekly visits to the school site for the purpose of meeting with School Site Partners,
visiting/observing students, holding scheduled seminars.
4. Maintains communication with Teacher Candidates, School Site Partners, and school
principal/designee throughout the semester.
5. Assists the Teacher Candidate with meeting the competencies. Reviews lesson plans and
responds to mid semester and final reflections.
6. May observe and will verify with the School Site Partner that the Teacher Candidate has
implemented and documented completion of the Phase I, Field Study A, Competencies for
Literacy Development. Documentation of these competencies will be collected and signed off by
the LEE 173/177 instructor.
7. Objectively evaluates the successful completion of all EHD 174 competencies and the student
teaching experience. Assigns a CR/NC grade.
8. Submits required documentation to the Office of Professional Field Experiences at the end of the
semester.
24
EHD 178/110D/SPED 171/172 Role Expectations of University Supervisors
1. Works collaboratively with the Director of Professional Field Experiences and principal/designee
to make classroom assignments.
2. Meets with Cooperating Teachers for an orientation to go over competencies and discuss
expectations.
3. Holds group and or individual small group discussions to review the California Standards for the
Teaching Profession, Teacher Performance Assessments, and other pertinent topics throughout
the semester.
4. Makes bi-monthly visits to the school site for the purpose of meeting with Teacher Candidates,
Cooperating Teachers, Administrators/designee, visiting/observing Teacher Candidates, holding
small group or individual discussions, etc.
5. Maintains communication with the Teacher Candidate, Cooperating Teacher and the school
principal/designee throughout the semester.
6. Reviews lesson plans and responds to reflections on a regular basis.
7. Observes Teacher Candidate teaching some of the LEE 177 competencies for Literacy
Development and gives feedback on implementation. These competencies are assigned and
verified by the LEE 177 instructor.
8. Uses his or her experience and knowledge to assist the student in understanding and applying
current teaching methods, related materials and resources.
9. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful
in continuous self-assessment and goal setting.
10. Completes (in writing) a minimum of two formal lesson observations and provides bi-monthly
documentation of contact for each Teacher Candidate under their supervision (EHD 178). EHD
110D supervisor also complete one formal observation in the special education placement
setting. For SPED 171/172, a minimum of 4 formal observations is required.
11. Participates in a mid-semester and final evaluation meeting with the Cooperating/Master
Teacher and Teacher Candidate.
12. Verifies the completion or lack of 50% of the competencies at mid semester.
13. Observes a Teacher Candidate’s site visitation project including a meeting to review and assess
the observation with the Teacher Candidate.
14. Collaborates with the Cooperating/Master Teacher in filling out the final evaluation form. Final
evaluation meetings with the Teacher Candidate and University Supervisor will be scheduled as
needed.
15. Assists the Teacher Candidate with meeting the competencies, verifies/signs off the successful
completion of competencies and objectively evaluates the successful completion the student
teaching experience. Assigns a CR/NC grade or Letter Grade (SPED 171/172).
16. Submits copies of required documentation to the Office of Professional Field Experiences at the
end of the semester.
.
25
EHD 170 and SPED 175/176 Final Student Teaching Role Expectations of University Supervisors
1. Works collaboratively with the Director of Professional Field Experiences and principal/designee
to make classroom assignments.
2. Meets with Cooperating Teachers to go over competencies and discuss expectations.
3. Makes weekly visits to the school site for the purpose of meeting with principal/designee,
visiting/observing students, holding scheduled meetings, etc.
4. Maintains communication with the Teacher Candidate, Cooperating Teacher and the
principal/designee throughout the semester.
5. Reviews lesson plans and responds to reflections on a regular basis.
6. Uses his or her experience and knowledge to assist the student in understanding and applying
current teaching methods, related materials and resources.
7. Uses effective questioning and coaching strategies to help the Teacher Candidate become skillful
in continuous self-assessment and goal setting.
8. Observes the Teacher Candidate in a variety of curriculum areas, providing time for reflection
with the Cooperating Teacher and Teacher Candidate. Facilitates planning for Teacher Candidate
to assume all responsibilities of the classroom for two weeks.
9. Completes in writing a minimum of five formal lesson observations (at least one from Teaching
Sample Project) and regular documentation of contact for each Teacher Candidate under their
supervision.
10. Participates in a mid-semester evaluation meeting with the Cooperating Teacher and Teacher
Candidate.
11. Verifies the completion or the lack of 50% of the Holistic Proficiency Project competencies at mid
semester (EHD only). Progress towards completion: The goal of 50% completed by end of week
8.
12. Collaborates with the Cooperating/ Master Teacher in completing the final evaluation form. Final
evaluation meetings with the Cooperating/Master Teacher, Teacher Candidate and University
Supervisor to review this form will be scheduled as needed.
13. Assists the student with meeting the competencies, verifies/signs off the successful completion
of competencies and objectively evaluates the successful completion of the student teaching
experience. Assigns a CR/NC grade or Letter Grade (for SPED 175/176).
14. Submits copies of documentation as outlined in end of the semester checklist to the Office of
Professional Field Experiences by the last day of instruction.
26
SECTION III:
Professional Ethics
27
28
California State University, Fresno
Kremen School of Education and Human Development
Office of Professional Field Experiences
Teacher Candidate Code of Ethics
1. All information that the Teacher Candidate receives about students in his/her class or school is
to be kept confidential. Confidentiality includes all forms of communication including electronic
forms such as email, text messages, blogs, Twitter, Facebook, etc.
2. A Teacher Candidate’s main focus should be with what is being achieved with the students
rather than with the impressions being made on the Cooperating Teacher or University
Supervisor.
3. The Teacher Candidate should maintain the dignity necessary to gain the respect of his/her
students.
4. The Teacher Candidate should show enthusiasm concerning the learning experiences being
developed with students.
5. The Teacher Candidate should be respectful and courteous to all students.
6. The Teacher Candidate should consider himself a member of the community in which s/he is
teaching and act accordingly.
7. Disciplinary measures used by the Teacher Candidate should conform to the instructions of the
supervising/cooperating teacher.
8. The Teacher Candidate must be an example to his/her students in every way - physically,
mentally, and ethically.
9. The Teacher Candidate should be interested in and be ready to assist with the improvement of
the class as if it were his/her own.
10. The Teacher Candidate must realize that each student is an individual and must take into
consideration individual abilities, interests, and capacities for learning.
11. The Teacher Candidate must be completely impartial in dealing with students and must
constantly strive to be fair while judging students’ actions.
12. The Teacher Candidate should refrain from imposing his/her religious or political views upon his
students and should exhibit a broadminded, tolerant attitude toward other groups and
individuals.
13. The Teacher Candidate is a guest at the assigned school site. It is expected that the Teacher
Candidate model exemplary professional behavior at all times.
Adapted from: Donald M. Sharpe, A Brief Guide to Secondary Student Teaching, Indiana State University, Terre Haute, Indiana, 1970, p. 24.
29
California State University, Fresno
Kremen School of Education and Human Development
Office of Professional Field Experiences
Confidentiality of Student Records
It is important to understand that the confidential records of others represent a highly sensitive area. In
recognition of this sensitivity, the United States Congress passed the Family Educational Rights and
Privacy Act of 1974, which made explicit the principles of confidentiality, which are summarized here.
The communication of confidential information to another person, except within the authorized
educational framework, is a violation of individual rights which have legal protection and may lead to
serious consequences. Teacher Candidates are advised that they are not to discuss information derived
from the educational records of students with anyone except authorized personnel including the
responsible instructors, concerned administrative or individuals responsible for pupil personnel or
health services. The use of actual confidential information concerning students for discussion in
university classes, whether or not the students are individually identified, may also constitute a violation
of privilege and should be handled with extreme caution.
It is an established legal principle that access to the records of another person may be necessary for
individuals in certain types of positions in order for them to do their job. However, in granting such
privilege, the courts have consistently imposed a strict duty on those to whom privilege is granted to
protect the confidentiality of the information to which they have access.
Although Teacher Candidates may be permitted access to certain student records under responsible
control, care must be taken to protect the confidentiality of any and all information contained in such
records.
As a Teacher Candidate, you will at times have access to student information such as test scores, teacher
reports, or even verbal comments. All such information comes under the Family Educational Rights and
Privacy Act of 1974 which protects its confidentiality.
Therefore, without belaboring the technicalities of this Act, Teacher Candidates would be advised to
protect themselves against violation of the Act as well as the tenets of professional ethics by observing
the following principles:
1. Treat all knowledge of students in strictest confidence.
2. Discuss student information only with your Cooperating Teacher and ask him/her what you may
or may not do with any information.
3. Do not participate in a discussion verbally or electronically of students in the teachers’ room, in
front of staff, parents or anywhere outside of the classroom.
4. Guard carefully any records entrusted to you, such as grade books, rosters of test scores, etc. Do
not leave them where they might get out of your possession.
30
SECTION IV:
Procedures for Teacher Candidate
Remediation/Reassignment/Dismissal
31
32
Procedures for Teacher Candidate Remediation/Reassignment/Dismissal
In certain situations, a Teacher Candidate may need to be remediated, reassigned, or dismissed from
student teaching. Difficulties may include: personality conflicts, conflicting expectations, excessive
absences, inadequate performance, breach of professional ethics and insurmountable discipline
problems.
The following outlines procedures for remediation, reassignment, and dismissal:
A meeting will be held with the Teacher Candidate, Cooperating/Master Teacher, and University
Supervisor. The Director of Professional Field Experiences, Program Coordinator, Faculty Advisor, and
the site principal will be notified and may be asked to attend. Remediation, reassignment, or dismissal
will be discussed.
REMEDIATION
1. A plan of assistance meeting will be held with the Teacher Candidate, Cooperating/Master
Teacher, and University Supervisor. The Director of Professional Field Experiences, Program
Coordinator, Faculty Advisor, and the site principal will be notified and may be asked to
attend. Remediation will be discussed.
2. The Plan of Assistance will be prepared by the University Supervisor, in consultation with the
Cooperating/Master Teacher. This plan will state the areas of concern, action
(recommendations for remediation), resources needed to support teacher candidate, and
date to review progress/outcome. (See Plan of Assistance form). The Teacher Candidate and
University Supervisor must sign and date the plan. Copies of all evaluations, Teacher
Performance Assessments, weekly block plans, competency logs, lesson plans or any
pertinent paperwork are attached to the report. Copies will be given to all concerned parties.
3. The University Supervisor, in consultation with the Cooperating/Master Teacher, will
document the Teacher Candidate’s progress toward identified area(s) of concern. The
University Supervisor will conduct a weekly formal observation and evaluation. A conference
to review progress will be conducted, as stipulated in the Plan of Assistance.
4. The final responsibility for the assignment of a course grade lies with the University
Supervisor.
5. This process will not be extended beyond the term of the California State University, Fresno
semester.
REASSIGNMENT
1. A reassignment meeting will be held with the Teacher Candidate, Cooperating/Master
Teacher, and University Supervisor. The Director of Professional Field Experiences, Program
Coordinator, Academic Advisor, and the site principal will be notified and may be asked to
attend. Reassignment will be discussed.
2. A Reassignment Form will be prepared by the University Supervisor, in consultation with the
Cooperating/Master Teacher and the Director of Professional Field Experiences/Coordinator.
This form will state the reasons for reassignment, including supporting documents, as well as
expectations for success in the next field placement experience.
33
DISMISSAL
1. If a Teacher Candidate is asked by school site personnel to be removed from his/her classroom
placement and or school site, the teacher candidate will immediately stop all contact with
anyone at the school site. A joint conference will be held with the Director of Professional Field
Experiences and/or Program Coordinator, University Supervisor, and Teacher Candidate at the
University.
2. A dismissal meeting at the school site can be held whenever necessary. It will be held with the
Teacher Candidate, Cooperating/Master Teacher, and University Supervisor. The Director of
Professional Field Experiences, Program Coordinator, Academic Advisor, and the site principal
will be notified and may be asked to attend. Dismissal will be discussed.
3. A Dismissal Form will be prepared by the University Supervisor, in consultation with the
Cooperating/Master Teacher and the Director of Professional Field Experiences/Coordinator. This
form will state the reasons for dismissal, including supporting documents.
4. Dismissal from a field placement will result in “No Credit” (NC) for the course. If the teacher
candidate wishes to continue in the program and repeat the course, a Special Consideration form
is required. This form, available, on the KSOEHD website, must be completed and turned into ED
100 by the first day of registration for the following semester. The Special Consideration
Committee will review all requests, make a decision, and inform the teacher candidate within
one month after registration has begun. If necessary, a second Special Consideration meeting will
be held one week before the first day of the semester.
5. Students who receive a grade of “No credit” (NC) a second time will be dismissed from the
Credential Program. Teacher Candidates whose placements are terminated after the date for
refund of tuition are responsible for full tuition regardless of circumstances leading to
termination.
6. If the Teacher Candidate believes the NC grade has been assigned unfairly, information may be
obtained pertaining to the University’s policy and procedure for protesting a final grade in the
Office of Advising Services, Joyal Administration, Room 224.
34
Candidate Plan of Assistance
Complete the following Plan of Assistance if a teacher candidate has demonstrated minimal or no progress toward Teacher Performance Expectations/Assessments or
California Standards for the Teaching Profession (for lesson observations). Please refer to the process delineated above for additional actions, if the plan does not result in
a satisfactory outcome for the teacher candidate. If necessary, complete a ‘Candidate Reassignment/Dismissal’ Form (on the following page).
Teacher Candidate Name:
Date:
Supervisor Name:
Course:
Concern
(TPE or CSTP Area; or Disposition)
Signed
Teacher Candidate
Signed
Cooperating/Master Teacher
Action
(List steps to remedy concern)
Resources needed to
support teacher candidate
Review
Date
Comments regarding progress
or outcome
Signed_____________________________________________
University Supervisor
Signed _____________________________________________
Program Coordinator/ Advisor/ Director of Field Placements
35
36
Candidate Reassignment/Dismissal Form
Date
Time
Teacher Candidate
Place
I.D.#
Cooperating/Master Teacher
University Supervisor
Principal /School
This conference is taking place because, in the opinion of the Cooperating/Master Teacher and/or Principal, and the
University Supervisor,
, has shown insufficient progress or lack of improvement in remediation
Teacher Candidate
of the concerns recorded on the Plan of Assistance form and discussed at the meeting held on ___________,
Date
or was asked to leave the field placement school site by a school or district administrator.
You are being officially notified that you will be:
____
Reassigned to a new field placement site
_____
Removed from your field placement and receive No Credit for the course
for the following reasons (summarize concerns and attach supporting documents, as needed):
37
OPTIONAL: In order to be prepared for and successful in your next field placement experience, you must meet the following
expectations:
Teacher Candidate Response:
Signatures:
________________________________________________
Teacher Candidate
____________________
Date
________________________________________________
University Supervisor
____________________
Date
________________________________________________
Cooperating/Master Teacher
____________________
Date
________________________________________________
Director of Professional Field Experiences/Coordinator
____________________
Date
Copy to be provided to Teacher Candidate and Cooperating/Master Teacher. Supervisor will retain original.
38
SECTION V:
EHD 174: Field Study A
39
40
EHD 174: Field Study A Syllabus
Course Description:
EHD 174 is a supervised field experience in a grade 4-8 classroom. It is the first in a sequence of three
field placements preparing Teacher Candidates to teach in culturally and linguistically diverse
classrooms. EHD 174 requires a minimum of 6 hours a week over two afternoons, plus seminars/lab
times to be announced. Seminars will be called both during and beyond the school day for specialized
training from district trainers and/or university faculty. Additional time with students will be necessary
for completing the assignments in all the Phase 1 courses.
Multiple Subject Program Requirements:
This course is a required course in Phase 1 of the Multiple Subject Program. Field Study A must be taken
concurrently with LEE 173, Teaching Reading and Social Studies in Grades 4-8. Field Study A. (CI 171, LEE
172, LEE 173 and EHD174A).
Prerequisites: Admission to the Multiple Subject Credential Program. CI 100, CI 171, LEE 172, (or
concurrent enrollment). Concurrent enrollment in LEE 173.
Course Information
Units: 2
Time: 11:30-2:30, Tu/Th + Seminars as
Required
Location: School Site
Website
Instructor Name
Office Number
Email
Telephone
Office Hours
Required Texts and Instructional Materials:






Field Work Handbook - Kennel Bookstore or online
Candidates will be required to access Blackboard for syllabus, assignments, resources, etc.
The University provides free email accounts to all students. Internet accounts are
available for a fee through unWired Broadband (https://www.unwiredbb.com/).
California Standards Teaching Profession booklet (receive at orientation-Lab Fees)
Fresno Assessment of Student Teachers, FAST (receive at orientation on Task Stream or
the Kennel Book Store)
Red three ring binder with dividers
Register for Task Stream: $69.00= 2 years (Dual); $67.00 = 3 semesters; $42.00 = calendar
year; $25 = each semester
Primary Learning Outcomes:
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.
41
Teacher Candidates will demonstrate the ability to strategically plan, schedule and deliver reading
instruction incorporating the following:
(CCTC 3e, 7A, 13a; TPE 1; RICA 2, 3, 5, 6, 8, 12, 14; NCATE 1.1)
 Word analysis
 Fluency systematic
 Vocabulary development
 Reading comprehension
 Literacy response and analysis
 Writing strategies and applications Written and Oral English Language conventions
 Listening and speaking strategies and applications
Teacher Candidates will demonstrate the ability to make reading and History/Social Science content
accessible to all students through:
(CCTC 4, 5a,f, 8a,c, 11c, 13a,f; TPE 4; RICA 6, 10, 12, 14; NCATE 1.3, 1.4)
 Creating and adjusting lesson designs relative to students’ current level of achievement
 Using instructional materials appropriately
 Varying instructional strategies to enhance reading and comprehension over a variety of content
texts and informational sources
 Prioritizing and sequencing essential skills
 Modeling active listening
Teacher Candidates will demonstrate their ability to teach state-adopted content standards for students
in History/Social Science by using analytical thinking to help teach temporal and spatial scale, historical
periods, cultures, events and periods. To facilitate understanding of History/Social Science, candidates
will learn to utilize: simulations, case studies, cultural artifacts, works of art and literature, cooperative
projects and student research activities in their lessons. (TPE 1, 9; NCATE 1.1, 1.3)
Teacher Candidates will demonstrate an understanding of the application of different teaching models
in the classroom through observation and reflection. (CCTC 3e; TPE 9; NCATE 1.3)
Teacher Candidates will demonstrate their understanding making content accessible to English Learners
by incorporating SDAIE strategies into their Reading/Language Arts and Social Studies lesson plans.
(CCTC 5f, 13f, TPE 7; NCATE 1.4)
Examinations and Major Assignments Schedule:
Date
Week 8
Week 11-13
Last Week of Instruction
Assignment
Documentation for 50% of EHD 174 and Literacy Development
competencies.
Comprehensive Lesson Plan Project Exam
All EHD 174 competencies as outlined in the EHD 174 Competency Log
must be successfully completed and verified by the University Supervisor
by the last day of instruction.
42
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness
are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
43
Course Policies
Grading:
Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field
assignment(s). Field Study A provides many opportunities for multi-modal assessments. University
Supervisors will visit the school site at least once a week. Reflective journaling, observations, written
lesson plans, lesson analysis and implementation of teaching strategies with students in the classrooms
will provide evidence of proficiency. The supervisor signs a Mid-Semester Self Reflection/Goal Setting
form and verifies competencies throughout the semester. Competencies are outlined in the Multiple
Subject Field Placement Handbook. A score of 2 or above is necessary to pass the Comprehensive Lesson
Plan Project. Satisfactory completion of all competencies, as verified by the University Supervisor, is
required for credit in the course.
Professional Ethical Behavior:
As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary
professional and ethical behavior at all times. Professional behavior includes not receiving and or making
cell phone calls or texts during class time. Facebook or similar online forms of communication should be
kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the
Field Placement Handbook can serve as a guide.
The Professional Dress:
The Teacher Candidate maintains a professional appearance. An appropriate appearance is defined as
clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach
below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, miniskirts.
Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be sure to
meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
Tentative Course Schedule:
Field Study A requires Teacher Candidates to be at the assigned school site in the classroom with
students a minimum of 6 hours over at least 2 afternoons, as well as scheduled seminars. Because
school schedules vary, duty hours may be adjusted by the University Supervisors and School Site
Partners. Case studies and other Phase I course related assignments maybe drawn from students in
Field Study A, however, additional time outside of regular field placement hours will be necessary to
complete these assignments.
SEMINARS/GROUP MEETINGS/INDIVIDUAL DISCUSSIONS
Small Group Discussions should allow the supervisor opportunities to present suggestions and to impart
the experience that they have to their teacher candidates. These can be individual or group meetings.
Week 1
 Teacher Candidate Orientation/Induction
 Introduction of Supervisors
44
Week 2-3
 Task Stream Registration/ Dispositions Survey and Demographic Survey
 Teacher Performance Expectations Activity
 Co-Teaching
 Classroom Management
 Team Building Seminar
 Social Studies Seminar
 Supervisor Small Group Discussions
Week 4
 Principal Orientation at School Site
 School Site Partner Orientation at School Site
 Begin Placement
Week 5-6
 Small Group Discussion/Guided Observation Activity
Week 7 or 8
 Small Group Discussions
 Mid Semester Self Reflection Goal Setting
 Documentation for 50% of EHD 174 Field Study A competencies.
 Give directions for Comprehensive Lesson Plan Project
Week 10-12
 Small group discussions
 Comprehensive Lesson Plan Project Test Scheduled
Weeks 9-15
 Social Studies/History Project implemented in the classroom
Week 13-15
 Final Self Reflection/Goal Setting
 Supervisor Evaluation
 School Site Partner Survey on Task Stream
Subject to Change:
This syllabus and schedule are subject to change in the event of extenuating circumstances.
45
University Policies
Students with Disabilities:
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in Madden Library 1049 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic
integrity and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used
by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this work.” If
you are going to use this statement, include it here.
Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the
term 'cheating' not be limited to examination situations only, but that it include any and all actions by a
student that are intended to gain an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as
one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment,
through an F for the course, to expulsion from the university. For more information on the University's
policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and
Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences:
In the case of an unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the instructor as soon as
practicable after the absence occurs and works out a plan. In the case of authorized absences due to
university-sponsored activities, students should expect to submit their work to the instructor on or
before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework
assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In
these circumstances, other options such as dropping the class for a serious and compelling reason or
withdrawal from the university may be appropriate.
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
46
modem and a printer) with all the recommended software. The minimum and recommended standards
for the workstations and software, which may vary by academic major, are updated periodically and are
available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University
Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a
computer workstation and the necessary communication links to the University's information
resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect
for the rights of others seeking to learn, respect for the professionalism of the instructor, and the
general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an environment in which
students and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop and understanding of the community in which they live . . .
Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary
action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other
uses may require permission from the copyright holder. The user of this work is responsible for
adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with
copyright and fair use policies, the University encourages you to visit its copyright web page:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this
notice and any copyright notice originally included with the material. Beyond this use, no material from
the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or
distributed in any way without the permission of the original copyright holder. The instructor assumes
no responsibility for individuals who improperly use copyrighted material placed on the web site.
Bibliography & Resources
Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the
elementary grades. Boston: Pearson.
Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman.
Clay, M. M. (2002). An observation survey of early literacy achievement. (2nd edition.). Portsmouth,
NH: Heinemann. (C)
Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann.
Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann.
47
Eggen, P. & Kauchak, D. (2004). Windows on classrooms, 6th ed., Columbus, OH: Merrill Prentice Hall.
Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in
school. New York: Simon & Schuster.
Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.).
Merrill/Prentice Hall.
Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change.
Orlich, D., Harder, R, Callahan, R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston:
Houghton Mifflin.
Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings.
Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten
through grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T)
Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon.
Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain
View, CA: Harry K. Wong.
48
California State University, Fresno
Kremen School of Education and Human Development
EHD 174: Field Study A Competency Log
Name
Semester
School Site Partner
Grade Level
School
District
University Supervisor
Student I.D. Number
EHD 174 FIELD STUDY A COMPETENCY LOG
The purpose of this log is to document the successful attainment of competency in various teaching
activities. The Teacher Candidate is responsible for documentation of these competencies. Upon
completion of all the competencies and the verification of that completion, the log will be collected by
the University Supervisor and filed in the Teacher Candidate’s program file.
Certification of Competency
Based on the accompanying Teacher Candidate’s Competency assessments, I/we recommend:
_____ The Teacher Candidate engaged in implementing Reading/Language Arts competencies and a
case study in the classroom (LEE 173).
_____ The Teacher Candidate demonstrates use of oral and written language that is clear, concise,
consistent, and easily understood by students with varying linguistic ability.
_____ The Teacher Candidate models exemplary professional behavior and dress.
_____ The Teacher Candidate is ready to progress to EHD 178, Field Study A
_____ Although the Teacher Candidate evidences some significant weaknesses at this point in the
semester, s/he should be allowed to progress to EHD 178, Field Study A with the understanding
that continued improvement is required.
_____ The Teacher Candidate has not developed the competencies necessary to progress to EHD 178,
Field Study A.
School Site Partner
Teacher Candidate
University Supervisor
Date
49
Written documentation as well as the signature of the University Supervisor is required to verify
completion of the EHD 174 competencies. It is the Teacher Candidate’s responsibility to initiate and
follow through with these assignments. These competencies can be documented by completing
competency documentation forms or lesson plans with reflections. University Supervisors are responsible
for reviewing all documentation and giving feedback on lessons they see taught.
Supervisor’s
Signature
Competency
1. Guided Classroom Observation Activity: Look for the classroom procedures on the list and
make notes on as many as you see. Be prepared to share with your classmates. Choose 5
of these procedures you have observed and discussed. Explain why you think each one of
these would be appropriate in the classroom. Documentation: Notes and written
explanations. Max. 2 pages
2. Describe a specific incident in which you established a positive professional rapport with
students in your classroom. Explain why it would benefit instruction. Documentation:
Description and Explanation 1-2 pages
3. Identify 3-4 instructional strategies addressing English Learners that you have used while
working with a case study student or tutoring students in your classroom.
Include an explanation and justification (example- ELD proficiency Level) for each
identified strategy.
Reflect on your skills as a teacher. The reflection should include evidence of the effect the
implementation of these strategies had on student learning.
Documentation: Description and Explanation 1-2 pages
4. Teacher Candidate worked in a team to collaboratively plan and implement a pre
assessment, a sequence of 8 lessons (2 per student) applying strategies learned in the
Teaching Content Reading/Social Science course and Social Science Seminars (CCTC 5 c-f,
8A (c), 11a, 12d, 13b; TPE 1 SS; NCATE 1.6 Collaboration), a post assessment, and an
analysis of individual and group results. Documentation: pre assessment, 2 individual
lesson plans with individual reflections, post assessment and group reflection.
5. Orientation/Professionalism and Ethics for Educators (NCATE 1.6 Professional Ethics)
6. Team Building Seminar (NCATE 1.6 Collaboration)
7. Classroom Management Seminar
____________
8. Complete Dispositional Survey and Demographic Survey on Task Stream
9. Teacher Performance Expectations Seminar
10. Teaching History/Social Science to the content standards using cultural artifacts, works of
art, literature, cooperative projects, case studies, student research activities and
simulations seminar (NCATE 1.6 Critical Thinking)
11. Teacher Performance Assessment Comprehensive Lesson Plan Project with a score of 2 or
above. (TPA 1, 4, 6, 7, 9; NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Score of 2 or above.
50
Direct Instruction Lesson Plan
Name
I.D. #
Date
Grade Level
Subject
School
Competency#
University Supervisor’s Signature
Cooperating/Master Teacher’s Signature
Materials
K-12 Academic Content Standard/Common Core State Standards
California Standards for the Teaching Profession
Co-Teaching Strategy
Objective
Set
Input/Procedures
Guided Practice
Closure/Independent Practice
Assessment Plan
Adaptations/modifications for focus student:
Adaptations/modifications for focus student:
51
Written reflection (after the lesson has been taught)
Did all students meet the desired objective? Was the objective appropriate? How do you know? Would you teach
this lesson again the same way or change it to make it more effective? What changes would you make and why?
52
EHD 174 - FIELD STUDY A
Mid Semester Self Reflection/Goal Setting
Teacher Candidate
I.D.#
Date
1.
Teaching Strengths:
2.
Circle Competencies Completed:
EHD 174:
1 2 3 4 5 6 7 8 9 10 11
LEE 173:
1 2 3 4 5 6 7 8
Task Stream
3.
4.
Predispostional Survey
Goals:
Supervisor Comments:
University Supervisor Signature:
Teacher Candidate Signature:
53
54
EHD 174 - FIELD STUDY A
Final Self Reflection/Goal Setting
Teacher Candidate
I.D.#
Date
1.
Teaching Strengths:
2.
Circle Competencies Completed:
EHD 174 1 2 3 4 5 6 7 8 9 10 11
LEE 173 1 2 3 4 5 6 7 8
Task Stream
School Site Placement Survey
Supervisor Evaluation
3.
4.
Goals:
Supervisor Comments:
University Supervisor Signature:
Teacher Candidate Signature:
55
56
California State University, Fresno
Kremen School of Education and Human Development
Office of Professional Field Experiences
Teacher Candidate Information Sheet
EHD 174/ 174 ECE
Semester/Year
School
School Site Partner
Name
ID Number
Telephone Number
Cell Number
Address
Street
City
Zip
Email _____________________________________@mail.fresnostate.edu
Undergraduate Major
Graduate Major
Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Outline your weekly schedule of classes
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Total Units this Semester
On a separate page or the back side of this paper write a short summary of your background including
the reasons you chose to become a teacher. Make copies for your School Site Partner and University
Supervisor.
57
58
SECTION VI:
EHD 178/110D Field Study B
59
60
EHD 178/110D: Field Study B Syllabus
Course Description:
EHD 178 is a supervised field experience in a K-3 classroom. It is the second of three field placements
preparing Teacher Candidates to teach in culturally and linguistically diverse classrooms, and the first
for students in the Special Education Credential Program. EHD 178 requires a minimum of 12 hours a
week (mornings), plus seminars/lab as scheduled. (CCTC 15) EHD 110D requires a minimum of 20
hours, Monday-Friday from 8:00-12:00 plus seminars/lab as scheduled. Seminars will be both during
and beyond the school day for specialized training from district trainers and/or university faculty.
Multiple Subject Program Requirements:
This course is a required course in Phase 2 of the Multiple Subject Program (required in Phase 1 for SPEDonly). Field Study B must be taken concurrently with LEE 177, Teaching Reading & the Arts in K-3. Field
Study B is designed to provide the necessary classroom access essential for completing the assignments
in all the Phase 2 courses (CI 175, CI 176, LEE 177, EHD 178A).
Prerequisites: Successful completion of Phase 1 of the Multiple Subject Credential Program,
(CI 100, CI 171, LEE 172, LEE 173, EHD 174), CI 175, CI 176 (or concurrent enrollment). Concurrent
enrollment in LEE 177 and EHD 174A. Dual credential students must also have completed SPED 120
and SPED 130 with concurrent enrollment in SPED 135.
Course Information $7.00 lab fee
EHD 178 2 units
EHD 110D 4 units
Time: Mon.-Thurs. 8:00-11:00 + Seminars as
scheduled
Location: School Site:
Website:
Instructor Name:
Office Number:
Email:
Telephone:
Office Hours:
Required Texts and Instructional Materials:



Field Placement Handbook
Candidates will be required to access Blackboard for syllabus, assignments, resources, etc. The
University provides free email accounts to all students. Internet accounts are available for a fee
through unWired Broadband (https://www.unwiredbb.com/).
Refer to (or download when necessary) the California Department of Education website:
http://www.cde.ca.gov/re/pn/fd/
o
o
o
o
o




Common Core State Standards
Mathematics and Science Content Standards
Visual and Performing Arts Content Standards
Reading/Language Arts Frameworks for California Public Schools, 2000 Revised Edition
Core Curriculum
Red three ring binder with dividers
Lesson plan book
Fresno Assessment of Student Teachers, FAST (received in Phase I, available on Task Stream or at
the Kennel Book Store)
Registration for Task Stream (if you haven’t already): $69.00= 2 years (Dual); $67.00 = 3
semesters; $42.00 = calendar year; $25 = each semester
61
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.











Teacher Candidates will demonstrate specific pedagogical skills for the instruction of reading,
language arts, math, science, visual and performing arts (TPE 1; NCATE 1.1, 1.3, 1.4, 1.7).
Teacher Candidates will monitor student learning during instruction (TPE 2; NCATE 1.7).
Teacher Candidates will interpret and use assessments for planning instruction (TPE 3; NCATE
1.7).
Teacher Candidates will make content accessible (TPE 4; NCATE 1.3, 1.4).
Teacher Candidates will engage students in the learning process (TPE 5; NCATE 1.3).
Teacher Candidates will utilize developmentally appropriate teaching practices (TPE 6; NCATE
1.3, 1.7).
Teacher Candidates will allocate instructional time to maximize student learning (TPE 10).
Teacher Candidates will develop and maintain clear expectations for academic and social
behavior and create a positive environment for learning (TPE 11).
Teacher Candidates will exhibit appropriate ethical and legal behavior (TPE 12; NCATE 1.6
Professional Ethics).
Teacher Candidates will evaluate and reflect upon his/her own teaching practices for the
purpose of improvement (TPE 13; NCATE 1.7, 1.6 Reflection).
Teacher Candidate will utilize Co-Teaching strategies.
Examinations and Major Assignments:
1. Teacher Candidates will complete all competencies as outlined in the EHD 178/110D
Competency Log.
2. A minimum of two formal lesson observations by University Supervisor in a Multiple Subject
placement and a minimum of one formal observation in a special education placement for
EHD 110D teacher candidates.
Assignment and Examination Schedule
Date
Weeks 1-15
Weeks 7-8
Weeks 8-15
Weeks 14-15
Assignment
Performance Assessment Scheduled Visit/Observations
Mid-Semester Assessment/ Goal Setting Meeting
Complete 50% of the EHD 178 Teaching Competencies
Documented attendance at all required seminars
Site Visitation Observation/Conference
Final Assessment/Goal Setting Meeting
All competencies and the Performance Assessment Scheduled
Visit/Observation must be completed and verified by the last day of
instruction.
62
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness
are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
63
Course Policies
Grading:
Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field
assignment(s). Field Study B provides many opportunities for multi-modal assessments. University
Supervisors will visit the school site every other week. Reflective journaling, observations, written lesson
plans, lesson analysis and implementation of teaching strategies with students in the classrooms will
provide evidence of proficiency. There is a mid-way progress report in a three-way conference with
Master Teacher, Teacher Candidate, and University Supervisor. The Master Teacher also collaborates
with the supervisor, completes a final assessment form, and meets with the Teacher Candidate at the
end of the semester. The University Supervisor verifies competencies on a regular basis and meets with
the student on the Site Visitation Project. Competencies are outlined in the Multiple Subject Field
Placement Handbook. Satisfactory completion of all competencies including a passing score of 2 or
above on the Site Visitation Project, as verified by the University Supervisor, is required for credit in the
course. Failure to complete and submit the Site Visitation Project on Task Stream by the required date
may place teacher candidate in jeopardy of not receiving credit for the course.
Students who receive a “No Credit” grade in the EHD 178/110D, Field Study B student teaching course
are required to petition the Admissions and Standards Committee for approval to retake the course.
Students who receive a grade of “No Credit” for a second time will be dismissed from the Multiple
Subject Credential Program. Teacher Candidates whose placements are terminated after the date for
refund of tuition are responsible for full tuition regardless of circumstances leading to termination.
Professional Ethical Behavior:
As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary
professional and ethical behavior at all times. Professional behavior includes not receiving and or making
cell phone calls or texting during class time. My Space or similar online forms of communication should
be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the
Student Teacher Handbook can serve as a guide.
Professional Dress:
Teacher Candidate maintains a professional appearance. An appropriate appearance is defined as
clothing that models professionalism for students. Do not wear low rise pants, tops that do not reach
below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
64
Tentative Course Schedule:
EHD 178, Field Study B requires Teacher Candidates to spend a minimum of 12 hours a week,
Monday -Thursday 8:00-11:00 AM, in a K-3 grade classroom where they will complete course
competencies. EHD 110D, Field Study B requires Teacher Candidates to spend a minimum of 20 hours a
week, Monday-Fridays 8:00-12:00. Dual teacher Candidates spend approximately 16 hours in a K-3
Multiple Subject classroom and 4 hours in a Special Education placement. Because school starting times
vary, duty hours may be adjusted by the supervisor based the school’s schedule. Teacher Candidates
must be at the school for additional time as required for planning, seminars, and conferences/meetings
with the master teachers. Case studies and other Phase 2 course related assignments may be drawn
from students in EHD 178/110D, Field Study B, however, additional time outside of required field
placement hours will be necessary to complete these assignments.
Week 1-5
Weeks 1-15
Required seminars will be addressing the following topics:

Supervisor Orientation Meeting

School Site Orientation Meeting

Teacher Performance Assessment

Site visitation project explanation

Orientation/Professionalism and Ethics for Educators

Classroom Management (TPE 5, 10, 11)

K-8 Visual Arts (CCTC 8A(d))

K-8 Performing Arts (CCTC 8A(d))

Character and Civic Education Conference (Spring Semester Only).

Task Stream

California Standards for the Teaching Profession

Co-Teaching Strategies
EHD 178 Field Study B Competencies
LEE 177 Competencies for Literacy Development as required by LEE 177 instructor.
Small group discussions TBA
Week 7
Mid-semester Assessment/Goal Setting Conference Documentation for 50% of
EHD 178 Field Placement B Competencies
Week 8-15
Site Visitation Project observation and conference. Site Visitation Project
submitted on Task Stream.
Weeks 13-15
Supervisor Evaluation and Master Teacher Survey submitted on Task Stream
Week 14-15
All EHD 178 Field Study B competency logs with satisfactory verification by
University Supervisor. Final Assessment/Goal Setting meeting scheduled with
Master Teacher. University Supervisor attends if necessary.
Subject to Change:
This syllabus and schedule are subject to change in the event of extenuating circumstances.
65
University Policies
Students with Disabilities:
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in Madden Library 1049 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic
integrity and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used
by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this work.” If
you are going to use this statement, include it here.
Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the
term 'cheating' not be limited to examination situations only, but that it include any and all actions by a
student that are intended to gain an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as
one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment,
through an F for the course, to expulsion from the university. For more information on the University's
policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and
Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences:
In the case of an unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the instructor as soon as
practicable after the absence occurs and works out a plan. In the case of authorized absences due to
university-sponsored activities, students should expect to submit their work to the instructor on or
before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework
assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In
these circumstances, other options such as dropping the class for a serious and compelling reason or
withdrawal from the university may be appropriate.
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended standards
66
for the workstations and software, which may vary by academic major, are updated periodically and are
available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University
Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a
computer workstation and the necessary communication links to the University's information
resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect
for the rights of others seeking to learn, respect for the professionalism of the instructor, and the
general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an environment in which
students and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop and understanding of the community in which they live . . .
Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary
action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other
uses may require permission from the copyright holder. The user of this work is responsible for
adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with
copyright and fair use policies, the University encourages you to visit its copyright web page:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions & Answers:
http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contain material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this
notice and any copyright notice originally included with the material. Beyond this use, no material from
the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or
distributed in any way without the permission of the original copyright holder. The instructor assumes
no responsibility for individuals who improperly use copyrighted material placed on the web site.
67
Bibliography & Resources
Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy instruction for the elementary grades.
Boston: Pearson.
Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman.
Clay, M. M. (2002). An observation survey of early literacy achievement ( 2nd ed.). Portsmouth, NH: Heinemann.
(C)
Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann.
Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann.
Elements and principles of design: Student guide with activities. (2000). Glenview, Ill: Crystal Productions.
Eggen,P. & Kauchak, D. (2004). Windows on Classrooms, (6th ed.). Merrill Prentice Hall: Columbus, OH.
Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in school.
New York: Simon & Schuster.
Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.). Merrill/Prentice
Hall.
Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics .
Reston, VA: Author. (www.nctm.org)
Orlich, D., Harder, R, Callahan,R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston: Houghton Mifflin.
Roger, K, Howell, L, Smith, A, Clarke, P, & Henderson, C. (2000). The Usborne internet-linked science encyclopedia.
London: Usborne.
Sherman, S. & Sherman, R. (2004). Science and science teaching: Methods for integrating technology (2nd ed.).
Boston: Houghton Mifflin.
Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings.
Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten through
grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T)
Thompson, Julia G., (2002). First-year teacher’s survival kit. San Francisco: Jossey-Bass.
Van de Walle, J. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston: Allyn &
Bacon.
Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon.
Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain View, CA:
Harry K. Wong.
68
California State University, Fresno
Kremen School of Education & Human Development
EHD 178/110D Student Teaching Competency Log
Teacher Candidate
Semester
Cooperating/Master Teacher
School
Grade Level
District
University Supervisor
Student I.D. Number
The purpose of this log is to document the successful attainment of competency in various teaching
activities. The EHD 178 competencies are based on the California Standards for the Teaching Profession
(CSTP), the Teacher Performance Expectations (TPEs), and Teacher Performance Assessments (TPAs).
The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of
all the competencies and the verification of that completion, the logs will be filed by the University
Supervisor in the student’s program file.
Mid-Semester Certification of Competency
Based on the accompanying Student Teaching Competency assessments, I/we recommend:
The Teacher Candidate has achieved the competencies necessary to advance to the second half
of EHD 178/110D.
Although the Teacher Candidate demonstrates some significant weaknesses at this point in the
semester, s/he should be allowed to progress to the next phase of EHD 178/110D with the
understanding that continued improvement is required for the successful completion of EHD
178/110D.
The Teacher Candidate has not developed the competencies necessary to progress to the next
phase of EHD 178/110D.
Cooperating/Master Teacher
University Supervisor
Teacher Candidate
Date
69
California State University, Fresno
Kremen School of Education and Human Development
Department of Curriculum and Instruction
EHD 178 –Field Study B Final Competency Verification
Teacher Candidate
Semester
Cooperating /Master Teacher
Grade Level
School
District
University Supervisor
Student I.D. Number
EHD 178/110D FIELD STUDY B COMPETENCIES LOG
The purpose of this log is to document the successful attainment of competency in various teaching
activities. The EHD 178 competencies are based on the California Standards for the Teaching Profession
(CSTP), the Teacher Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’S).
The Teacher Candidate is responsible for the safekeeping and updating of this log. Upon completion of
all the competencies and the verification of that completion, the logs will be filed by the University
Supervisor in the student’s program file.
Certification of Competency
Based on the accompanying Teacher Candidate’s Competency assessments, I/we recommend:
____
The Teacher Candidate demonstrates the ability to develop a positive learning environment with
clearly stated expectations regarding student conduct.
____
The Teacher Candidate demonstrates use of oral and written language that is clear, concise,
consistent, and easily understood by students with varying linguistic ability.
____
The Teacher Candidate models exemplary professional behavior and dress.
____
The Teacher Candidate engaged in implementing successful Reading/Language Arts
competencies in the classroom (LEE 177)
____
The Teacher Candidate is ready to assume the responsibilities of daily student teaching and
should be allowed to progress to the next practicum course.
____
Although the Teacher Candidate evidences some significant weaknesses at this point in the
semester, s/he should be allowed to progress to the next practicum course with the
understanding that continued improvement is required.
____
The Teacher Candidate has not developed the competencies necessary to progress to daily
student teaching.
Cooperating/Master Teacher
Teacher Candidate
University Supervisor _
Date
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Teacher Candidate:
ID.
EHD 178/110D – FIELD STUDY B COMPETENCY LOG
Written documentation as well as the signature of the University Supervisor is required to verify completion of
the EHD 178/110D competencies. It is the student’s responsibility to initiate and follow through with these
assignments. These competencies can be documented by completing competency documentation forms,
observations or lesson plans with reflections. Supervisors are responsible for reviewing all documentation and
giving feedback on lessons they see taught.
Teacher candidates write lesson plans using effective teaching models. The direct instruction clinical/target,
teaching or integrated teaching models are the approved models and should be demonstrated in lesson planning
and implementation. Co-Teaching strategies are identified and used in planning and implementing instruction.
Teacher Candidates review all lesson plans with the Cooperating Teacher at least one day prior to teaching and
write a lesson reflection after teaching the lesson.
Supervisor’s
Signature
Competency
1.
Teacher Candidates completed a Student in Context Classroom Profile and provided a
description/reflection on the following: the physical arrangement of the classroom, school policies
such as: classroom rules/discipline, attendance procedures; dress code, school schedule, and daily
procedures. Procedures should include but are not limited to lining up, pencil sharpening, distributing
supplies, asking and answering questions, etc. An electronic copy of the Field Work Handbook with
form templates is available at the fresnostate.edu web site. (Dual candidates should identify
differences in the above for a general education classroom and a special education classroom. This
description should include a description and type of SPED placement as well as case load and
disabilities of students in your class (review cum folders and IEPs).
______1D.
Dual candidates complete the above profiles for their SPED classroom. The description should
include: type of SPED placement, caseload and disabilities of the students in their class. Elaborate on
the students you are assigned to work with (including strengths and needs for support).
2.
Teacher Candidates assumed responsibility of the morning routine on a daily basis as documented by
supervisor/master teacher observation.
Co-Teaching Strategy:_______________________________
______2D.
3.
Dual candidates should provide a schedule and description of responsibilities with SPED students with
whom they work.
Teacher Candidates request a copy of the School/District Technology Acceptable Use Policy
Document from their EHD 178/110D, Field Study B School Site. Given this policy the teacher
candidate will write a reflection describing the implications of the use of technology to deliver
instruction and promote learning in the classroom. (CCTC 9a; NCATE 1.3).
The reflection should include:
______3D.
1.
What is the purpose of this document?
2.
What is the responsibility of the teacher? Students? Parents?
3.
Having read this document what are the implications for the use of technology in your
classroom?
Dual candidates will identify at least 2 technology accommodations that are being used or could be
used with students in their current SPED placements.
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4.
______4D.
5.
Teacher Candidates request a copy of the School/District’s Student Study Team (SST)/Student Success
Team forms and procedures from their EHD 178/110D, Field Study B School Site. Request permission
to, and attend, a Student Study/ Student Success Team meeting. Following the meeting the Teacher
Candidate will write a reflection about the meeting to include strengths and concerns. (NCATE 1.6
Collaboration, Reflection)
Dual candidates will also attend an IEP meeting and write a reflection about the meeting which
includes a description of the roles of the members of the committee.
Teacher Candidates plan and teach a mini mathematics unit (3 to 5 lessons) to a small group of
elementary students. After the lessons, the Teacher Candidate will post-assess the students’
knowledge, analyze the students’ learning, and reflect on the effectiveness of the lessons. (CCTC 4 ae, 5f, 8A(a), 13e,f 15 a, b; TPE 1, 2, 3, 4, 7, 9; NCATE 1.1, 1.3, 1.4, 1.6 all, 1.7) *Completed and
teaching verified during field experience but graded by course faculty.
Co-Teaching Strategies:_____________________________
______5D.
6/6D.
Dual candidates will reference IEP and Student Study Team goals for students when planning,
implementing and reflecting on this instruction.
The teacher candidate will utilize the One Teach, One Observe Co-Teaching Strategy when observing
a science lesson taught by a credentialed teacher. The observation will focus on standards alignment,
materials management, instructional and EL strategies. The teacher candidate will write a brief
description of the lesson highlighting the specified areas of focus (NCATE 1.1). The description should
include:
1. Describe how the lesson aligns with the California Science Content Standards.
2. Describe the strategies used for materials management. How did the strategy facilitate
instruction?
3. What instructional and English learner strategies did you observe?
4. How did the use of these strategies help the students achieve their learning goals?
5. How was student achievement measured/ evaluated?
7.
Teacher Candidates plan, teach, and reflect on an inquiry-based science lesson using the template
provided in the handbook. The lesson must align with the California Science and Language Arts
Content Standards, will incorporate the use of expository text, and include a demonstration of the
appropriate use of English Learner Strategies. (CCTC 8A(b),13e,15a,b; TPE 1,4,5,7; NCATE 1.1, 1.3, 1.6
Reflection, Critical Thinking, Valuing Diversity)
Co-Teaching Strategy:______________________________
______7D.
8.
Dual candidates will reference IEP and Student Study Team goals for students when planning,
implementing and reflecting on this instruction.
Teacher Candidates plan, teach, and reflect on a lesson that includes the five component strands of
the visual arts. (CCTC 8A(d); NCATE 1.1, 1.3)
Co-Teaching Strategy: ____________________________
______8D.
Dual candidates will reference IEP and Student Study Team goals for students when planning and
implementing this instruction.
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9.
Teacher Candidates plan, teach, and reflect on a lesson that includes any one of the performing arts.
(CCTC 8A(d); NCATE 1.1, 1.3)
Co-Teaching Strategy:______________
______9D.
10/10D.
Dual candidates will reference IEP and Student Study Team goals for students when planning and
implementing this instruction).
Teacher Candidates plan, teach, and reflect a series (minimum of 4 consecutive days) Language Arts
lessons before their Site Visitation observation.
Co-Teaching Strategies:___________________________
11/11D.
The Site Visitation Project: see FAST Manual. Teacher candidate must receive a passing score of 2 or
above.
Co-Teaching Strategy: One Teach, One Observe.
12.
______12D.
Teacher Candidate completed weekly reflections (NCATE 1.6 Reflections)
Dual candidates will write at least three reflections on classroom management and reinforcement
techniques used in both the Multiple Subject and Special Education classrooms.
Seminars:
13.
Orientation
14.
California Standards for the Teaching Profession (NCATE 1.6 Life Long Learning)/Task Stream Seminars
15.
Classroom Management Seminar
16.
K-8 Visual Arts Seminar
17.
K-8 Performing Arts Seminar
18
Co-Teaching Strategies Seminar
.
_______19.
Character and Civic Education Conference (Spring Semester Only) (NCATE 1.6 Professional Ethics, Life
Long Learning)
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74
EHD 178 – Field Study B
Competency Documentation Form
Name
I.D.
Grade Level
School
Competency #
Date Completed
University Supervisor’s Signature
75
Students in Context: Class Profile (Competency 1)
Grade Level: _____
Student’s
Initial
Age Range: _____
English
Learner:
Level, Primary
Language
other than
English
Special Needs
IEP, 504,
Medical, GATE
Males: _____ Females: _____
Additional Individual Descriptors for Instructional Planning:
Anecdotal records/notes about academic progress, reading level, strengths,
interests, motivational strategies, learning style, etc.
76
Reflection: How does the information about individual students provided in the class profile aid in
designing and delivering instruction?
Physical Arrangement of the Classroom
Classroom Rules/Management
Attendance Procedures
77
Dress Code
School Schedule
Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening,
distributing supplies, asking and answering questions.
78
Direct Instruction Lesson Plan
Name
I.D. #
Date
Grade Level
Subject
School
University Supervisor’s Signature
Competency#
Master Teacher’s Signature
Materials
K-12 Academic Content Standard/Common Core State Standards
California Standards for the Teaching Profession
Co-Teaching Strategy
Objective
Set
Input/Procedures
Guided Practice
Closure
Assessment Plan/Independent Practice
Adaptations/Modifications for Focus Student 1:
Adaptations/Modifications for Focus Student 2:
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Written reflection (after the lesson has been taught)
Did all students meet the desired objective? Was the objective appropriate? How do you know? Would you teach
this lesson again the same way or change it to make it more effective? Reflect on the strategy/strategies that you
used for focus student 1 and focus student 2? Were they effective? What changes would you make and why? How
did you integrate co-teaching strategies into this lesson.
80
Co-Teaching Strategies & Examples
Strategy
One Teach, One
Observe
One Teach, One
Assist
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this
strategy is to focus the observation – where the teacher doing the observation is
observing specific behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other assists students with their work, monitors behaviors,
or corrects assignments.
Example: While one teacher has the instructional lead, the person assisting can be
the “voice” for the students when they don’t understand or are having difficulties.
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade level,
while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
The strategies are not hierarchical – they can be used in any order and/or combined to best meet
the needs of the students in the classroom.
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82
CI 175: Science Instruction and Applied Technology
Inquiry Lesson Plan Format
1.
California Science Content Standard: List the standard or portion of the science content
standard that will be taught in the lesson. Include the grade level and the type of science (ex.
life, physical, etc.).
Example:
Grade Two: Life Sciences:
Plants and animals have predictable life cycles. As a basis for understanding this concept:
2b.
Students know the sequential stages of life cycles are different for different animals
such as butterflies, frogs, and mice.
Co-teaching Strategy:_________________________________________
2.
Learning Goal:
“The goal of the lesson states what you plan to accomplish and what you intend your students
to learn.” (Sherman and Sherman, p. 165)
Example:
The students will learn about the life cycle of the butterfly.
3.
Objective:
“Objectives are specific statements that establish carefully thought out learning outcomes. They
also specify conditions for learning and set expected standards for student performance.”
(Sherman and Sherman, p. 165)
Example:
By drawing a correctly sequenced concept map, students will demonstrate the physical
characteristics of the stages of the life cycle of a butterfly (stages and sequence: egg, caterpillar,
chrysalis, and adult butterfly)
4.
Inquiry Prompt:
What is the question you will use to guide the investigation/inquiry?
Example:
How does a butterfly change as it grows?
5.
Materials:
List all of the needed teacher and student materials.
6.
Key Vocabulary:
List all science terminology and academic language that will be introduced. Specify the method
you will use to contextualize the vocabulary.
7.
Procedure:
In a step-by-step format provide a detailed sequence of the components of the lesson. All
definitions, background information, and resources need to be included.
83
Required elements: constructivist teaching design, inquiry design, English Learner strategy,
special needs strategy, and instructional technology application.
Inquiry methodology needs to be evident in the steps of the procedure.
Possible evidence of inquiry:
Teacher-Directed Inquiry Option: Questioning Strategy: Using Bloom’s taxonomy provide
teacher prompt questions: List the questions you will ask and indicate the level of Bloom’s
taxonomy. Make sure your questions extend beyond “knowledge” and “comprehension” levels.
Guided Inquiry Option: Exploration: Students are given materials to investigate. Specific inquiry
questions are provided to focus the investigation. Ex. “How does the toy make the sound?”
Student-Directed Inquiry Option: Student Investigation: Students investigate a question on their
own. Example: Students create their own sound toy and explain how it makes sound.
8.
Assessment:
Assessments may include: “homework, quizzes, systematic observations of students, formal
interviews, oral reports, essays, performance appraisals, performance tasks, journals, learning
logs, laboratory notebooks, self-assessments, and portfolios of work.” (Sherman and Sherman, p.
171)
Detail the specific performance criteria that will be used for evaluation.
Example:
1. Students will create a concept map that will include:
2. All of the stages of the life cycle of the butterfly are included (stages: egg, caterpillar,
chrysalis, and adult butterfly).
3. The stages are drawn in the correct sequence.
4. The correct physical characteristics of each stage of the life cycle are illustrated. (egg: mall,
round ball; caterpillar: multi-segmented larva with legs and eyes; chrysalis: oval form,
hanging from a twig; adult butterfly: head, thorax, abdomen, six legs coming from the thorax,
two eyes, and two antennae).
84
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School of Education and Human Development
Office of Field Experiences
Name
School
I.D. #
Semester
Cooperating/Master Teacher
Grade Level
University Supervisor
Mid-Semester – Teacher Candidate Assessment/Goal Setting – EHD 178/110D
Elements Of Competence
1.
Engaging & Supporting All Students In Learning
2.
Creating & Maintaining Effective Environments For Student Learning
3.
Understanding And Organizing Subject Matter For Student Learning
4.
Planning Instruction & Designing Learning Experiences For All Students
5.
Assessing Students For Learning
6.
Developing As A Professional Educator
On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if
needed. The teacher candidate is requested to write a reaction statement.
Cooperating/Master Teacher
University Supervisor
Teacher Candidate
Date
Date
Date
85
Teacher Candidate Strengths:
Goals/Areas Needing Improvement:
Circle EHD 178 Competencies Completed: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Circle LEE 177 Competencies Completed: 1 2 3 4 5 6 7 8 9 (as required by LEE 177 instructor)
Cooperating/Master Teacher Comments:
University Supervisor Comments:
Teacher Candidate Reaction /Goals:
Teacher Candidate Signature: __________________________________Date:___________________
86
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School of Education and Human Development
Office of Field Experiences
Name
School
I.D. #
Semester
Cooperating/Master Teacher
Grade Level
University Supervisor
Final – Teacher Candidate Assessment/Goal Setting – EHD 178/110D
Elements Of Competence
1.
Engaging & Supporting All Students In Learning
2.
Creating & Maintaining Effective Environments For Student Learning
3.
Understanding And Organizing Subject Matter For Student Learning
4.
Planning Instruction & Designing Learning Experiences For All Students
5.
Assessing Students For Learning
6.
Developing As A Professional Educator
On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if
needed. The teacher candidate is requested to write a reaction statement.
Cooperating/Master Teacher
Date
University Supervisor
Date
Teacher Candidate
Date
87
List the student’s strengths as well as areas needing improvement. Use an extra sheet of paper if
needed. The Teacher Candidate is requested to write a reaction statement
Teacher Candidate Strengths:
Goals/Areas Needing Improvement:
Cooperating/Master Teacher Comments:
University Supervisor Comments:
Teacher Candidate Reaction/Goals:
Teacher Candidate Signature: ________________________________Date
88
Guidelines For EHD 178/110D Teacher Candidate Evaluation
Thank you for writing this evaluation, which may be used for employment purposes. In accordance with
the Family Educational Rights and Privacy Act of 1974 (as amended), the Teacher Candidate will have
access to this evaluation. It may be photocopied and sent to employers at the candidate’s request. The
student teaching evaluation is considered the most important part of the new teacher's file. It may be
responsible for the candidate’s success or failure in getting a position. Please give this evaluation
directly to the student so s/he can make a copy for his or her file. The student will then forward the
original to our office. Thank you for your assistance.
The narrative portion of the evaluation is very important and should elaborate upon professional
competencies. Please evaluate the Teacher Candidate in relation to other beginning teachers and
indicate the Teacher Candidate’s potential for success in teaching. On the following page are possible
areas for evaluation under suggested main headings:
89
Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
 TPE 1A: Subject-specific Pedagogical Skills for Multiple
Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS
FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1 Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of
subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access
to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their
families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6
Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background, and
individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.1
Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a
climate in which all students can
learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
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California State University, Fresno
Kremen School of Education and Human Development
Office of Professional Field Experiences
Teacher Candidate Information Sheet
EHD 178/178 ECE/110D
Semester/Year
Name
ID Number
Telephone Number
Cell Number
Address
Street
City
Zip
Email _________________@mail.fresnostate.edu
School________________
Cooperating/Master Teacher____________________________
Undergraduate Major
Graduate Major
Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Outline your weekly schedule of classes
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Total Units this Semester
On a separate page or the back side of this paper write a short summary of your background including
the reasons you chose to become a teacher. Make copies for your Cooperating/Master Teacher and
University Supervisor.
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California State University, Fresno
Observation Feedback Form (EHD 178/170/110D)
Teacher
School
Grade
Candidate
Cooperating
University
Date
Teacher
Supervisor
Observation Day
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Lesson Plan 
Topic and Objective Observed
Language of Instruction ____________________Co-Teaching Strategy ________________________
Teaching Performance Expectations
1.
2.
3.
4.
5.
6.
Subject-specific pedagogical skills:
Reading/Language Arts Math History/Social Science
Monitoring student learning during instruction
Interpretation and use of assessments
Making content accessible
Student engagement
Developmentally appropriate teaching practices:
K-3 & 4-8
7.
8.
9.
10.
11.
12.
13.
Teaching English Learners
Learning about students
Instructional planning
Instructional time
Social environment
Professional, legal, and ethical obligations
Professional growth
Directions: Record and document lines of evidence in terms of CSTP domains and specific behaviors/activities found in TPEs
and TPAs. Provide feedback accordingly to participating student teachers. Use CSTP and TPEs, and TPAs as a guide to conduct
observations.
Observations
Teacher Candidate Goals:
Observers Signature:
Comments and Suggestions
______
Teacher Candidate Signature: _______ __________________
Copies distributed: University Supervisor, Master Teacher, and Teacher Candidate
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Classroom Observation Feedback Form
Teacher
School
Grade
Candidate
Cooperating
University
Date
Teacher
Supervisor
Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Lesson Plan 
Topic and Objective Observed
Language of Instruction
__________________________________________________
O=Observed NO=Not Observed
O NO
CSTP Understanding and Organizing Subject Matter for Student Learning
TPE 1A Specific Pedagogical Skills for Subject
Matter Instruction
Evidence
CSTP Assessing Students for Learning
TPE 2 Monitoring Student Learning During
Instruction
TPE 3 Interpretation and Use of Assessments
CSTP Engaging and Supporting All Students in Learning
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6A/TPE 6B Developmentally Appropriate
Teaching Practices – Grades K-3/4-8
TPE 6D Special Education
TPE 7 Teaching English Learners
CSTP Planning Instruction and Designing Learning Experiences for All Students
TPE 8 Learning About Students
TPE 9 Instructional Planning
Co- Teaching Strategy ________________
CSTP Creating and Maintaining Effective Environments for Student Learning
TPE 10 Instructional Time
TPE 11 Social Environment
Summary:
_____________________
Observers Signature: ___________________________Teacher Candidate Signature: ___________________________
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SECTION VII:
SPED 171 Initial Practicum Mild/Moderate
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98
SPED 171 Syllabus
Initial Practicum in Mild/Moderate Disabilities
Prerequisites
Completion of all coursework in Semester 1. Concurrent enrollment in SPED 125 and SPED 136 required
or permission of instructor or Program Coordinator.
Course Description
SPED 171: Initial Practicum in Mild/Moderate Disabilities is the second of three required supervised field
experiences in the program. Teacher candidates will take part in a 16-hour week, full semester
experience in a K-12 classroom, RSP or SDC, serving students identified with Mild/Moderate disabilities.
They will spend a minimum of 200 hours in the field setting completing assessment, curriculum
development and implementation, instructional activities and other professional duties of the special
education teacher.
Teacher candidates are required to demonstrate competency in planning, assessment and instructional
tasks required of effective special educators while steadily increasing their classroom responsibilities.
Successful teacher candidates will take over some small group and individual student responsibilities of
their Cooperating Teacher for a period of two weeks at the end of the semester.
Required Texts and Instructional Materials:
Special Education Student Teaching Handbook will be on Blackboard.
California State University, Fresno e-mail account (The University provides free email accounts to all
students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html.
Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.)
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.
Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9)
1. Education Specialist candidates instruct students in the core academic curriculum at the grade levels
and in the service delivery modes of their legal assignment.
2. Education Specialists deliver a comprehensive program of systematic instruction with
accommodations and adaptations in the academic subjects of their assignment.
Monitoring Student Learning During Instruction (TPE 2)
1. Education Specialist candidates use progress monitoring at key points during instruction to
determine whether students are progressing adequately toward achieving the frameworks and
state-adopted academic content standards for students based on their students’ Individualized
Education Programs (IEP).
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2. Education Specialist candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and examining student work
and products.
3. Education Specialist candidates anticipate, check for, and address common student
misconceptions and misunderstandings.
Interpretation and Use of Assessments (TPE 3) (PS 5) (MM 1, 2, 3)
1. Education Specialist candidates will demonstrate their ability to use formative, and summative
evaluations such as work samples, observations, portfolios, curriculum-based assessments.
2. Education Specialist candidates make appropriate educational decisions on the basis of a variety
of non-biased standardized and non-standardized techniques, instruments and processes that
are standards-based, curriculum-based, and appropriate to the diverse needs of individual
students in varied learning environments, including the general education classroom.
3. Education Specialist candidates acquire the ability to assess students with mild/moderate
disabilities on CA Frameworks, core curriculum and content standards.
Making Content Accessible (TPE 4) (PS 3, 6, 8, 13) (MM 3,4)
1. Education Specialist candidates demonstrate the ability to participate in the development and
implementation of IEP instructional goals aligned with the California content standards to the
effective inclusion in the general education core curriculum with the use of appropriate
adaptations and modifications, instructional materials, supports and classroom procedures.
2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that
students with mild/moderate disabilities have access to all content areas standards
3. Education Specialist candidates demonstrate the use of supplementary materials that wrap
around the core content standards of language arts and mathematics
4. Education Specialist candidates demonstrate the ability to use computer-based technology to
facilitate the teaching and learning process, including assistive technology to facilitate
communication, curriculum access, and skill development of students with mild/moderate
disabilities.
Student Engagement (TPE 5) (PS 7, 12) (MM 1)
1. Education Specialist Candidates develop strategies that will allow students to foster their
independence, practice self-determination and engage in pragmatic interaction skills.
2. Education Specialists demonstrate the ability to provide students with opportunities to engage in
academic and social pursuits based on the student’s developmental and functioning levels.
3. Education Specialists demonstrate the ability to teach and facilitate the development of
communication skills, which promote choice making, independence and self-advocacy.
4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures,
such as peer-mediated, small and whole group, and independent structures to facilitate active
participation and learning of diverse groups of learners in general education and special
education settings
Developmentally Appropriate Teaching Practices (TPE 6) (PS 11) (MM3)
1. Education Specialist candidates demonstrate the ability to set student expectations based on
their knowledge of typical and atypical development.
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2. Education Specialist candidates develop and implement behavior support plans and
accommodations that promote successful inclusion for students with disabilities within the
general education setting, as well as plans that are specific for age appropriateness and severity
of the disability.
Teaching English Learners (TPE 7) (PS 10, 12, 13)
1. Education Specialist candidates apply pedagogical theories, principles and practices for the
development of academic language, comprehension and knowledge in the subjects of the core
curriculum.
2. Education Specialist candidates use systematic instructional strategies, including contextualizing
key concepts, to make grade-appropriate or advanced curriculum content comprehensible to
English learners.
3. Education Specialist candidates allow students to express meaning in a variety of ways, including
in their first language, and, if available, manage first language support such as paraeducators,
peers, and books. They use questioning strategies that model or represent familiar English
grammatical constructions. They make learning strategies explicit.
Learning About Students (TPE 8) (PS 12, 13) (MM1)
1. Education Specialist candidates use formal and informal methods to assess student’s prior
mastery of academic language abilities, content knowledge, and skills to maximize learning
opportunities for all students.
2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.
Instructional Planning (TPE 9) (PS 3, 13) (MM1, 2, 3, 4, 5)
1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject
matter to be taught and in accordance with state-adopted academic content standards for
students.
2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching
practices that promote the achievement of student outcomes.
3. Education Specialist candidates use student outcome data to systematically adapt and modify
instruction and learning environments based on specific learning disabilities and other
handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP
objectives in academic, social skill, behavioral, career/transition, and personal and community
domains.
Instructional Time (TPE 10)
1. Education Specialist candidates allocate instructional time to maximize student achievement in
relation to state-adopted academic content standards for students, instructional goals and
scheduled academic tasks.
2. Education Specialist candidates establish procedures for routine tasks and manage transitions to
maximize instructional time.
3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate
effectively with other special education service providers, general education teachers,
paraprofessionals/instructional assistants, and volunteers for useful instructional activities.
Social Environment (TPE 11) (PS 12) (MM4)
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1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies,
including methods for promoting positive behavioral and social skills for building constructive
relationships between all students.
2. Education Specialist candidates work collaboratively with general education teachers and other
professionals to provide effective positive behavior support in a variety of educational settings.
3. abilities to work across programs with the IEP team to design, implement, evaluate, and modify
behavior plans that are individualized, proactive, comprehensive, and based on thorough
functional analyses.
Professional, Legal, and Ethical Obligations (TPE 12) (PS 2)
1. Education Specialist candidates manage their professional time spent in teaching responsibilities
to ensure that academic goals are met.
2. Education Specialist candidates understand and honor legal and professional obligations to
protect the privacy, health, and safety of students, families, and other school professionals
Professional Growth (TPE 13) (PS 4)
1. Education Specialist candidates evaluate their own teaching practices and subject matter
knowledge in light of information about the state-adopted academic content standards for
students and student learning.
2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of
planning, teaching, reflecting, discerning problems, and applying new strategies.
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are
dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
102
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher
Candidate model exemplary professional and ethical behavior at all times. Professional behavior
includes not receiving and or making cell phone calls or texting during class time. Facebook or similar
online forms of communication should be kept professional – never post information about students or
the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of
Student Records in the Student Teacher Handbook can serve as a guide.
Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance
is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do
not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
University Policies
Available for review on the following website:
http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm
Course Requirements
Teacher candidates will be assessed through written work, but the majority of assessment will be
performance based. These performance-based activities will verify the application of theory and
research in making instructional decisions and improving pedagogical practices in the candidates’
assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent
courses to complete assignments in your assigned field placement.
Evaluation
1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum
of two formal evaluations of your teaching and implementation of other duties during the
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semester and complete the appropriate forms. (Cooperating teacher applies only to those
students who are not teaching in their own classrooms [i.e., Interns.)
2. University Supervisor Observations: Your university supervisor will visit the practicum site
approximately one time every two weeks (a minimum of six visits). There will be four scheduled
formal observations in which candidates are required to provide a full lesson plan (format
provided by university supervisor) and two required informal observations. Candidates should
expect supervisors to make some random visits. Lesson plans (Plan Book) should always be
available to supervisors when they visit. Candidates are required to call their university
supervisor if they are going to be off campus or absent from school on any day. The supervisor
will provide written feedback on documentation of competencies after each visit. Observation
requirements are outlined below.
3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will
provide credible evidence of their ability to facilitate learning by meeting the Teaching
Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process
Standards that have been identified by research and best practice as fundamental to improving
student learning. The Teaching Performance Expectations (TPEs) being evaluated include the
addendums for candidates seeking the Education Specialist Credential in Mild/Moderate
Disabilities. Requirements can be found in the Practicum Packet.
4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating
Teacher observations will be based upon the CSTPs.
GRADING POLICY FOR INITIAL PRACTICUM
Candidates must receive a grade of A or B as a result of their performance in their classrooms and
documentation of the required standards. The cooperating teacher and university supervisor jointly
confer with the candidate and complete the appropriate forms designed for evaluation of SPED 171.
There is a mid-term progress report and a final report done in a three-way conference with cooperating
teacher, student teacher, and university supervisor.
Grading for SPED 171 will be as follows:
Assignments/Requirements
Points
General Portfolio Requirements
Additional Portfolio Requirements
Midterm Evaluation
168 points
12 points
30 points
A = 27-30
B = 24-26
Final Evaluation
30 points
A = 27-30
B = 24-26
Total Points Possible
240 points
Notes
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 24. If the
candidate shows insufficient progress in an
area, please complete a Plan of Assistance.
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 24. If the
candidate continues to show insufficient
progress, then the Candidate will need to
complete a Special Considerations form, which
will be reviewed by the Special Considerations
committee, in order to determine whether or
not s/he will be able to proceed to Final
Practicum.
216 - 240 = A
192 - 215 = B
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Teacher candidates may petition the faculty to retake a course. The student may be allowed an
additional field experience based on the circumstances and the assessment of the individual’s potential
for success. This decision is made in consultation with the members of the Kremen School of Education
and Human Development Admissions and Standards Committee.
CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up
to 16 semester units of undergraduate coursework at California State University, Fresno. Post
baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major,
(3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade
substitution on the same basis as undergraduates provided the original course was completed when the
student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent
grade is the same or higher, the new grade will be substituted for the original grade. Only the
substituted grade will be used in determining the student's grade point average. Grade substitution can
be made no more than two times for an individual course. If the original grade was C, CR, or better, the
course cannot be repeated for grade substitution.
Joint Assessment Process by Cooperating/Master Teachers/University Supervisors
Cooperating Teachers and University Supervisors have an important collaborative role in the teacher
education program. Roles and responsibilities, will be discussed by both parties early in the semester at
the school site orientation meetings. At the end of the semester (or while in progress, if deemed
necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of
each together and discuss those that may have been done differently; talk about any concerns; and
provide suggestions for each other. If there are serious discrepancies between the two parties in terms
of how they view each other’s performance and support, it is encouraged that the school
principal/school-site management team and/or the Kremen School of Education and Human
Development Director of Professional Field Experiences be notified (559-278-0257). It is always the
intention that concerns be resolved as soon as possible. The final grade is the responsibility of the
University Supervisor.
Recommended Week-By-Week Course Schedule
*Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of
requirements
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Finals
Orientation/Meet with Supervisor/Master Teacher
Complete Students in Context: Class Profile Forms
Informal observation (Supervisor)
Formal Observation 1 - Supervisor
Formal Observation 1 – Master Teacher
Formal Observation 2 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Informal Observation (Supervisor)
Midterm Evaluation
Formal Observation 3 - Supervisor
Formal Observation 2 – Master Teacher
Formal Observation 4 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Final Evaluation
Supervisors – submit copies of all formal observations, midterm and final evaluations
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Assignments
General Portfolio Requirements:
 Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your
Supervisor and Cooperating Teacher.
 Copies of Lesson Reflections: These may be included at the end of your lesson plans.
 Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor
and Cooperating Teacher observations and feedback forms.
Additional Portfolio Requirements:
 Classroom Management Plan Implementation – Your supervisor will rate the implementation of
your classroom management plan based on formal and informal observations, according to the
Evaluation Key in the Practicum Packet.
 Membership in a Professional Organization – You are required to become a member of a
professional organization. Possible organizations include: CARS+, CEC, NASET, TASH, etc. Proof of
membership needs to be included in your portfolio and provided to your supervisor.
 Individualized Education Plan Reflection – Refer to assignment requirements in SPED 136. With
your supervisor, you will reflect upon your attendance at an IEP meeting. Prepare a list of
questions you have as a result of observing the meeting. Meet with your supervisor to discuss
the experience and share your questions.
 Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies.
You are required to teach co-taught lessons using each strategy described in the table. Lessons
may be co-taught with your Master/Cooperating teacher, General Education teacher,
Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught
lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and
reflections for each strategy (5).
 Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to
participate in activities and meetings at your school site, as appropriate. Please collaborate with
your Cooperating Teacher and Supervisor to arrange your attendance at meetings.
 Examples of communication regarding student progress (e.g., progress notes home,
parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress
reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep
examples of communication with teachers, parents, and other colleagues.
Signature Course Assignments:
 Include signature assignments from courses in which you are concurrently or were previously
enrolled.
 Descriptions and requirements for each assignment will be provided in class. Grades will be
assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions
made. It is expected that the artifacts presented in your portfolio represent your best work;
revisions demonstrate growth and depth of understanding.
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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO
STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter
Instruction
 TPE 1A: Subject-specific Pedagogical Skills for
Multiple Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1
Demonstrating knowledge of subject matter, academic-content standards, and curriculum
frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding
of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable
access to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student
learning
5.7 Using assessment information to share timely and comprehensible feedback with students and
their families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background,
and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student
learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.2
Promoting social development and responsibility within a caring community where each student
is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect
diversity, and encourage constructive and productive interactions among students
2.4 Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure
a climate in which all students can
learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth
and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and
student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
107
Practicum Completion Checklist/Evaluation – SPED 171
General Portfolio Requirements

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and
Cooperating Teacher.

Copies of Lesson Reflections: These may be included at the end of your lesson plans.

Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating
Teacher observations and feedback forms.
Lesson Plans and Reflections
Co-Taught Lesson
TPEs
Completion
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
MT Observation 1
KWO
Lesson Reflection
1-13
12, 13
12, 13
Date observed:
Complete
Complete
MT Observation 2
KWO
Lesson Reflection
1-13
12, 13
12, 13
Date observed:
Complete
Complete
KWO
Lesson Reflection
Short-Term Goal(s)
UDL/DI Lesson (SPED 136)
KWO
Lesson Reflection
Short-Term Goal(s)
Video Lesson
KWO
Lesson Reflection
Short-Term Goal(s)
Other
KWO
Lesson Reflection
Short-Term Goal(s)
Score
(use Lesson Plan Rubric)
______/42
______/42
______/42
______/42
Points earned/Points possible: _______/168
Comments:
108
Evaluation Key for Additional Portfolio Requirements:



2 | Met: Teacher candidate successfully demonstrates knowledge and skill related to the TPEs
observed.
1 | Partially Met: Teacher candidate is demonstrating growth/progress toward the TPEs
observed. Please provide ‘Written Comments’ below.
o 2 | Met with Revisions: Teacher candidate has successfully demonstrated knowledge and
skills related to the TPEs observed after remediation.
0 | Not Met: Teacher candidate has demonstrated minimal or no progress toward TPEs
observed. Complete a Plan of Assistance.
o 2 | Met with completed Plan of Assistance: Teacher candidate has successfully
demonstrated knowledge and skills related to the TPEs observed after completing
requirements of Plan of Assistance.
Additional Portfolio Requirements
TPEs
Classroom Management Plan Implementation (SPED 125)
Membership in Professional Organization (include confirmation of
membership)
Individualized Education Plan – Reflection (SPED 136; reviewed
with supervisor)
Co-Teaching Observations & Reflections (See next page)
Participation in Grade-Level, Parent-Teacher, SST, etc. meetings
Examples of communication regarding student progress (e.g.,
progress notes home, parent/guardian contact log, conferences,
notes/emails to colleagues, report cards, progress reports, event
flyers, newsletters, etc. Use home language as needed).
Student Self-Reflection (Mid-semester)
Student Self-Reflection (Final)
2, 5, 6, 8, 10 - 12
13
Score
(see key above)
12, 13
4, 5, 9, 10, 13
10, 12, 13
3, 7, 10 - 13
12, 13
12, 13
Complete
Complete
Points earned/Points Possible: _______/12
Comments:
109
Signature Course Assignments to Date (including current semester)
Include signature assignments from courses in which you are concurrently or were previously enrolled.
Course
Assignment
TPEs
Assignment Grade
SPED 125
SPED 125
SPED 125
SPED 130
SPED 130
SPED 136
Positive Behavior Support Plan
2, 3, 5, 6, 8, 11
Classroom Management Plan
2, 5, 6, 8, 10 - 12
Functional Behavior Assessment
2, 3, 5, 6, 8, 9, 11
Curriculum-based Assessment
2, 3, 8, 9
Standardized Academic Achievement Test
3, 6, 9
Universal Design for Learning/Differentiated
1, 2, 4 – 9, 13
Instruction Unit
Descriptions and requirements for each assignment in the table above will be provided in class. Grades
will be assigned by the instructor for each course. For each assignment, write the grade earned in the last
column of the table and include a scored copy in your portfolio, along with any revisions made. It is
expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate
growth and depth of understanding.
110
Co-Teaching Requirements
Preliminary Education Specialist Credential | Mild/Moderate
The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using
each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General
Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections
for each strategy (5).
Co-Teaching Strategies
Strategy
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
Observation Date
Supervisor Signature
Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the
students in the classroom.
Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher
Quality Enhancement Grant
111
Students in Context: Class Profile
Grade Level: _____
Student’s
Initials
English Learner:
Level, Primary
Language other
than English
Age Range: _____
Special Needs
IEP, 504, Medical,
GATE
Males: _____ Females: _____
Additional Individual Descriptors for Instructional Planning:
Anecdotal records/notes about academic progress, reading level, strengths,
interests, motivational strategies, learning preferences, etc.
112
Reflection: How does the information about individual students provided in the class profile aid in designing and
delivering instruction?
Physical Arrangement of the Classroom
Classroom Rules/Management
Attendance Procedures
113
Dress Code
School Schedule
Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking
and answering questions.
114
Daily Instructional Block Plan
Date: ___________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
115
K-W-O Chart
DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on
your current practice and indicate:
1. What I know about my instructional practice
2. What I want to know about my instructional practice
3. What I would like my supervisor or cooperating teacher to observe
K-W-O Chart
What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and
procedures in my class, etc.)
What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs
of my EL students, etc.)
What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design
meets the needs of my EL students, etc.)
Adapted from: http://ca-btsainduction.org/fact/modules/assessment
116
Lesson Plan Template
Name:
Date of Lesson:
Grade Level(s):
Title/Lesson Topic:
Subject/Content Area:
Duration:
Unit Description:
Lesson Description (in student-friendly
language):
State Standards:
Co-Teaching Strategy (optional)
Goals
Unit Goals (expected outcomes for unit in
observable/measurable terms):
Lesson Goals (expected outcomes for lesson
in observable/measurable terms):
Vocabulary
Word
Student-Friendly Definition
Materials
117
Methods
Anticipatory Set:
Introduce and Model New Knowledge
Provide Guided/Collaborative Practice
Provide Independent Practice:
Closure (review what was learned):
Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s)
[What’s the criteria?)?
Formative/Ongoing Assessment:
Summative/End Of Lesson Assessment:
Classroom/Behavior Management Strategies
Supports for students with disabilities and/or English Learners
Student’s disability or diversity
Support (including accommodations or modifications)
Reflection
What went well? (strengths/successes of lesson)
Were all students successful? Did they meet your learning
objective(s)? How do you know?
Were the supports you provided for students appropriate?
Did they improve access to the content and activities? How
do you know?
What areas of the lesson need improvement? What might
you do differently if you were to teach this lesson again?
What did you learn from teaching this lesson?
Additional Comments:
118
Name_______________________________
Date(s)_________________________
SPED Lesson Plan Rubric
*Scores will be based on written lesson plan and on lesson delivery
SCORING KEY:
3 - Achieved: performed successfully
2 - Developing: showing growth, evolving
1 - Beginning: initial stage, needs more time to develop skills
1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards
3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s)
cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the
particular group of students and the curriculum.
2- Something is missing.
1-Very limited in scope, needs significant improvement.
Score
2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format)
3-The expected outcomes are appropriate for this group and are written in measurable, observable terms.
The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were
considered.
2-Further explanation may be needed.
1-The expected outcomes may be inappropriate for this group of students. The outcomes are not
measurable or observable.
Score
3. Vocabulary
3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of
English learners and students with special needs are addressed.
2-Some element is missing or needs further explanation.
1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.
Score
4. Materials
3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine
if there are needs that may not be addressed by the program materials. There is excellent match between
goals/objectives, worksheets and activities.
2-Materials list appears incomplete.
1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.
Score
5. Methods
5a. Anticipatory Set
3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review
of previous learning that is important to the understanding of the current lesson. The set may tap prior
knowledge or experience. The students must be told why this lesson is important as appropriate to their
developmental level. The written explanation is clear and detailed.
2-The set could be improved with further reflection and input from other professionals.
1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed
and/or discussed with other professionals.
5b. Introduce and Model New Knowledge (with Timelines)
3-A detailed outline of the procedures/input the students will experience is provided. Evidence of
differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided.
The lesson ends with a review and may preview the next lesson.
2-A detailed outline may be provided, but estimated times are missing.
1-The outline is lacking detail.
Score
Score
119
5c. Provide Guided Practice
3-During the lesson the students receive differentiated practice with the concept under the thoughtful
guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice
the concept with the teacher nearby to give feedback. The written description is complete.
2-The description is incomplete in some aspect.
1-Very minimal explanation or use of guided practice.
Score
5d. Provide Independent Practice
3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e.,
differentiated)
2-The independent practice is incomplete in some way.
1-The independent practice is incompatible with the remainder of the lesson.
Score
5e. Provide Closure
3-.Closure is aligned explicitly with the lesson
2-The closure is incomplete in some way.
1-The closure is incompatible with the remainder of the lesson or is missing.
Score
6. Assessment
3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the
lesson; formative and summative assessments are noted.
2-Further explanation is needed.
1-The assessments used need to be improved.
Score
7. Classroom/Behavior Management Strategies
3-The classroom and behavior management system is described in detail and is appropriate for this group of
students.
2-The classroom and behavior management system is described but may need more details or the
management system may need to be modified for this group of students.
1-The description is minimal. A complete understanding of the importance of a management system may be
lacking.
Score
8. Supports for Students with Disabilities and/or English Learners
3-All elements of the requested information have been addressed demonstrating a strong knowledge base;
accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet
student needs for support.
2-Something is missing or lacks detail.
1-The information provided is significantly incomplete or there is a mismatch between the support provided
and actual student needs.
Score
9. Lesson Reflection
3-The written responses to the questions are complete and demonstrate a high level of self-reflection.
2-Some improvement is needed.
1-There is minimal response to the requested questions and a minimal understanding of the reflective
process.
Score
10. Spelling/Grammar
3-The lesson plan is written with few or no spelling/grammar errors.
2-Spelling/Grammar could improve.
1-Several spelling/grammar errors are evident.
Score
Total: _________/ 42
120
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum Observation Feedback Form
Teacher Candidate Name: __________________________________ Date: ____________________
School: ____________________________________________________________________________
Evaluation completed by:
__
Master Teacher: ________________________________
OR
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California
Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for
Exceptional Children.
Summary of Candidate’s strengths:
Areas to be developed:
Teacher Candidate Signature: ___________________________________________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
121
1. Engaging and Supporting All Students in Learning
Notes/Comments
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design.
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
2. Creating and Maintaining An Effective Environment for Students
Notes/Comments
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional settings.
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
Notes/Comments
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
122
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to
content, materials, activities, etc.
5. Assessing Student Learning
Notes/Comments
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
6. Developing As A Professional Educator
Notes/Comments
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
123
124
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum In Mild/Moderate Disabilities
Midterm and Final Evaluation |SPED 171/172/175/176
Spring _______ Fall ________
20 ______
Midterm (date) ______
Final (date) _____
Teacher Candidate__________________________________________
School_____________________________
Grade Level ______ES ______MS _____HS
District ______________________________
Evaluation completed by:
OR
Class Designation ____________________
__
Master Teacher: ________________________________
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for
the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children.
*Please complete midterm evaluation in blue ink and final evaluation in black ink.
Please rate candidates on each of the items below using the following key:
NA = Not
1 = Insufficient
2 = Beginning:
3 = Developing:
Applicable
Evidence/Not
needs more time
showing growth,
Met
to develop skills
evolving
1. Engage and Supporting All Students in Learning
4 = Achieved:
exceptional
performance
NA
1
2
3
4
1
2
3
4
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
Average score (1)
2. Creating and Maintaining An Effective Environment for Students
NA
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural and linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom procedures and routines that support student learning.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional setting,
Average score (2)
125
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
Average score (3)
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
Average score (4)
5. Assessing Student Learning
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
Average score (5)
6. Developing As A Professional Educator
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
Average score (6)
126
7. Other Professional Competencies
C6.1 Takes initiative
C6.2 Handles information about children, peers, families, colleagues and supervisors ethically.
C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor.
C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.)
C6.5 Respects the attitudes and opinions of others.
C6.6 Has attended a professional conference, in-service, or meeting.
TOTAL (7)
Midterm
No = 0
Final
Average (1): ______
Average (1): ______
Average (2): ______
Average (2): ______
Average (3): ______
Average (3): ______
Average (4): ______
Average (4): ______
Average (5): ______
Average (5): ______
Average (6): ______
Average (6): ______
Total (7) : ______
Total (7): ______
Sum of above: _____ /30
Sum of above: _____ /30
A = 27-30
B = 24-36
Yes = 1
A = 27-30
B = 24-36
127
Summary of Candidate’s strengths:
Areas to be developed:
Evaluation completed by:
University Supervisor Signature ____________________________
--or-Master Teacher Signature
____________________________
Date ______
Date ______
I have reviewed this evaluation with my University Supervisor
_______ I accept this evaluation or,
________ I wish to submit an addendum.
Student Signature _______________________________________
Date __________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
128
Short-Term Goal Planning Form
Following each of your 4 formal observations, complete the following form with your supervisor and/or
Cooperating Teacher. Determine 3 short-term goals to work toward between each observation.
Name ___________________________Supervisor _________________________Initial Practicum:
School: __________________________Cooperating Teacher ________________Final Practicum:
Date
Short-Term Goals (based on reflection and
supervisor feedback)
1.
Complete
SPED 171
SPED 175
SPED 172
SPED 176
Comments
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
129
Student Self-Reflection
This form is to be completed at the Midterm and Final Evaluation.
Name _____________________________Supervisor ________________________________
SPED 171
SPED 175
SPED 172
SPED 176
School: ____________________________ Cooperating Teacher ______________________
Midterm
Final
Strengths
Focus Areas
Mid-Semester Meeting
1)
Final Meeting
1)
2)
2)
3)
3)
1)
1)
2)
2)
3)
3)
Meeting Date
Optional: Additional experiences I would like to have:
130
SECTION VIII:
SPED 172 Initial Practicum Moderate/Severe
131
132
SPED 172 Syllabus
Initial Practicum in Moderate/Severe Disabilities
Prerequisites
Completion of all coursework in Semester 1. Concurrent enrollment in SPED 125 and SPED 146 required
or permission of instructor or Program Coordinator.
Course Description
SPED 172: Initial Practicum in Moderate/Severe Disabilities is the second of three required supervised
field experiences in the program. Teacher candidates will take part in a 16-hour week, full semester
experience in a K-12 classroom or SDC, serving students identified with Moderate/Severe disabilities.
They will spend a minimum of 200 hours in the field setting completing assessment, curriculum
development and implementation, instructional activities and other professional duties of the special
education teacher.
Teacher candidates are required to demonstrate competency in planning, assessment and instructional
tasks required of effective special educators while steadily increasing their classroom responsibilities.
Successful teacher candidates will take over some small group and individual student responsibilities of
their Cooperating Teacher for a period of two weeks at the end of the semester.
Required Texts and Instructional Materials:
Special Education Student Teaching Handbook will be on Blackboard.
California State University, Fresno e-mail account (The University provides free email accounts to all
students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html.
Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.)
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.
Program standards: 3,12,13,15,16
Specialty specific (M/S) program standards: 2,3,4,7,8
TPEs: 2,4,5,9,10,11,13
Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9)
1. Education Specialist candidates instruct students in the core academic curriculum at the grade
levels and in the service delivery modes of their legal assignment.
2. Education Specialists deliver a comprehensive program of systematic instruction with
accommodations and adaptations in the academic subjects of their assignment.
Monitoring Student Learning During Instruction (TPE 2)
1. Education Specialist candidates use progress monitoring at key points during instruction to
determine whether students are progressing adequately toward achieving the frameworks and
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state-adopted academic content standards for students based on their students’ Individualized
Education Programs (IEP).
2. Education Specialist candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and examining student work
and products.
3. Education Specialist candidates anticipate, check for, and address common student
misconceptions and misunderstandings.
Interpretation and Use of Assessments (TPE 3) (PS 5)
1. Education Specialist candidates will demonstrate their ability to use formative, and summative
evaluations such as work samples, observations, portfolios, curriculum-based assessments.
2. Education Specialist candidates make appropriate educational decisions on the basis of a variety
of non-biased standardized and non-standardized techniques, instruments and processes that
are standards-based, curriculum-based, and appropriate to the diverse needs of individual
students in varied learning environments, including the general education classroom.
3. Education Specialist candidates acquire the ability to assess students with mild/moderate
disabilities on CA Frameworks, core curriculum and content standards.
Making Content Accessible (TPE 4) (PS 3, 6, 8, 13)
1. Education Specialist candidates demonstrate the ability to participate in the development and
implementation of IEP instructional goals aligned with the California content standards to the
effective inclusion in the general education core curriculum with the use of appropriate
adaptations and modifications, instructional materials, supports and classroom procedures.
2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that
students with mild/moderate disabilities have access to all content areas standards
3. Education Specialist candidates demonstrate the use of supplementary materials that wrap
around the core content standards of language arts and mathematics
4. Education Specialist candidates demonstrate the ability to use computer-based technology to
facilitate the teaching and learning process, including assistive technology to facilitate
communication, curriculum access, and skill development of students with mild/moderate
disabilities.
Student Engagement (TPE 5) (PS 7, 12)
1. Education Specialist Candidates develop strategies that will allow students to foster their
independence, practice self-determination and engage in pragmatic interaction skills.
2. Education Specialists demonstrate the ability to provide students with opportunities to engage in
academic and social pursuits based on the student’s developmental and functioning levels.
3. Education Specialists demonstrate the ability to teach and facilitate the development of
communication skills, which promote choice making, independence and self-advocacy.
4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures,
such as peer-mediated, small and whole group, and independent structures to facilitate active
participation and learning of diverse groups of learners in general education and special
education settings
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Developmentally Appropriate Teaching Practices (TPE 6) (PS 11)
1. Education Specialist candidates demonstrate the ability to set student expectations based on
their knowledge of typical and atypical development.
2. Education Specialist candidates develop and implement behavior support plans and
accommodations that promote successful inclusion for students with disabilities within the
general education setting, as well as plans that are specific for age appropriateness and severity
of the disability.
Teaching English Learners (TPE 7) (PS 10, 12, 13)
1. Education Specialist candidates apply pedagogical theories, principles and practices for the
development of academic language, comprehension and knowledge in the subjects of the core
curriculum.
2. Education Specialist candidates use systematic instructional strategies, including contextualizing
key concepts, to make grade-appropriate or advanced curriculum content comprehensible to
English learners.
3. Education Specialist candidates allow students to express meaning in a variety of ways, including
in their first language, and, if available, manage first language support such as paraeducators,
peers, and books. They use questioning strategies that model or represent familiar English
grammatical constructions. They make learning strategies explicit.
Learning About Students (TPE 8) (PS 12, 13)
1. Education Specialist candidates use formal and informal methods to assess student’s prior
mastery of academic language abilities, content knowledge, and skills to maximize learning
opportunities for all students.
2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.
Instructional Planning (TPE 9) (PS 3, 13)
1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject
matter to be taught and in accordance with state-adopted academic content standards for
students.
2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching
practices that promote the achievement of student outcomes.
3. Education Specialist candidates use student outcome data to systematically adapt and modify
instruction and learning environments based on specific learning disabilities and other
handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP
objectives in academic, social skill, behavioral, career/transition, and personal and community
domains.
Instructional Time (TPE 10)
1. Education Specialist candidates allocate instructional time to maximize student achievement in
relation to state-adopted academic content standards for students, instructional goals and
scheduled academic tasks.
2. Education Specialist candidates establish procedures for routine tasks and manage transitions to
maximize instructional time.
3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate
effectively with other special education service providers, general education teachers,
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paraprofessionals/instructional assistants, and volunteers for useful instructional activities.
Social Environment (TPE 11) (PS 12)
1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies,
including methods for promoting positive behavioral and social skills for building constructive
relationships between all students.
2. Education Specialist candidates work collaboratively with general education teachers and other
professionals to provide effective positive behavior support in a variety of educational settings.
3. abilities to work across programs with the IEP team to design, implement, evaluate, and modify
behavior plans that are individualized, proactive, comprehensive, and based on thorough
functional analyses.
Professional, Legal, and Ethical Obligations (TPE 12) (PS 2)
1. Education Specialist candidates manage their professional time spent in teaching responsibilities
to ensure that academic goals are met.
2. Education Specialist candidates understand and honor legal and professional obligations to
protect the privacy, health, and safety of students, families, and other school professionals
Professional Growth (TPE 13) (PS 4)
1. Education Specialist candidates evaluate their own teaching practices and subject matter
knowledge in light of information about the state-adopted academic content standards for
students and student learning.
2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of
planning, teaching, reflecting, discerning problems, and applying new strategies.
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are
dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
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During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher
Candidate model exemplary professional and ethical behavior at all times. Professional behavior
includes not receiving and or making cell phone calls or texting during class time. Facebook or similar
online forms of communication should be kept professional – never post information about students or
the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of
Student Records in the Student Teacher Handbook can serve as a guide.
Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance
is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do
not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
University Policies
Available for review on the following website:
http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm
Course Requirements
Teacher candidates will be assessed through written work, but the majority of assessment will be
performance based. These performance-based activities will verify the application of theory and
research in making instructional decisions and improving pedagogical practices in the candidates’
assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent
courses to complete assignments in your assigned field placement.
Evaluation
1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum
of two formal evaluations of your teaching and implementation of other duties during the
semester and complete the appropriate forms. (Cooperating teacher applies only to those
students who are not teaching in their own classrooms [i.e., Interns.)
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2. University Supervisor Observations: Your university supervisor will visit the practicum site
approximately one time every two weeks (a minimum of six visits). There will be four scheduled
formal observations in which candidates are required to provide a full lesson plan (format
provided by university supervisor) and two required informal observations. Candidates should
expect supervisors to make some random visits. Lesson plans (Plan Book) should always be
available to supervisors when they visit. Candidates are required to call their university
supervisor if they are going to be off campus or absent from school on any day. The supervisor
will provide written feedback on documentation of competencies after each visit. Observation
requirements are outlined below.
3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will
provide credible evidence of their ability to facilitate learning by meeting the Teaching
Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process
Standards that have been identified by research and best practice as fundamental to improving
student learning. The Teaching Performance Expectations (TPEs) being evaluated include the
addendums for candidates seeking the Education Specialist Credential in Mild/Moderate
Disabilities. Requirements can be found in the Practicum Packet.
4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating
Teacher observations will be based upon the CSTPs.
GRADING POLICY FOR INITIAL PRACTICUM
Candidates must receive a grade of A or B as a result of their performance in their classrooms and
documentation of the required standards. The cooperating teacher and university supervisor jointly
confer with the candidate and complete the appropriate forms designed for evaluation of SPED 172.
There is a mid-term progress report and a final report done in a three-way conference with cooperating
teacher, student teacher, and university supervisor.
Grading for SPED 172 will be as follows:
Assignments/Requirements
Points
General Portfolio Requirements
Additional Portfolio Requirements
Midterm Evaluation
168 points
12 points
30 points
A = 27-30
B = 24-26
Final Evaluation
30 points
A = 27-30
B = 24-26
Total Points Possible
240 points
Notes
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 24. If the
candidate shows insufficient progress in an
area, please complete a Plan of Assistance.
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 24. If the
candidate continues to show insufficient
progress, then the Candidate will need to
complete a Special Considerations form, which
will be reviewed by the Special Considerations
committee, in order to determine whether or
not s/he will be able to proceed to Final
Practicum.
216 - 240 = A
192 - 215 = B
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Teacher candidates may petition the faculty to retake a course. The student may be allowed an
additional field experience based on the circumstances and the assessment of the individual’s potential
for success. This decision is made in consultation with the members of the Kremen School of Education
and Human Development Admissions and Standards Committee.
CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up
to 16 semester units of undergraduate coursework at California State University, Fresno. Post
baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major,
(3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade
substitution on the same basis as undergraduates provided the original course was completed when the
student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent
grade is the same or higher, the new grade will be substituted for the original grade. Only the
substituted grade will be used in determining the student's grade point average. Grade substitution can
be made no more than two times for an individual course. If the original grade was C, CR, or better, the
course cannot be repeated for grade substitution.
Joint Assessment Process by Cooperating/Master Teachers/University Supervisors
Cooperating Teachers and University Supervisors have an important collaborative role in the teacher
education program. Roles and responsibilities, will be discussed by both parties early in the semester at
the school site orientation meetings. At the end of the semester (or while in progress, if deemed
necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of
each together and discuss those that may have been done differently; talk about any concerns; and
provide suggestions for each other. If there are serious discrepancies between the two parties in terms
of how they view each other’s performance and support, it is encouraged that the school
principal/school-site management team and/or the Kremen School of Education and Human
Development Director of Professional Field Experiences be notified (559-278-0257). It is always the
intention that concerns be resolved as soon as possible. The final grade is the responsibility of the
University Supervisor.
Recommended Week-By-Week Course Schedule
*Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of
requirements
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Finals
Orientation/Meet with Supervisor/Master Teacher
Complete Students in Context: Class Profile Forms
Informal observation (Supervisor)
Formal Observation 1 - Supervisor
Formal Observation 1 – Master Teacher
Formal Observation 2 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Informal Observation (Supervisor)
Midterm Evaluation
Formal Observation 3 - Supervisor
Formal Observation 2 – Master Teacher
Formal Observation 4 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Final Evaluation
Supervisors – submit copies of all formal observations, midterm and final evaluations
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Assignments
General Portfolio Requirements:
 Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your
Supervisor and Cooperating Teacher.
 Copies of Lesson Reflections: These may be included at the end of your lesson plans.
 Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor
and Cooperating Teacher observations and feedback forms.
Additional Portfolio Requirements
 Classroom Management Plan Implementation – Your supervisor will rate the implementation of
your classroom management plan based on formal and informal observations, according to the
Evaluation Key in the Practicum Packet.
 Membership in a Professional Organization – You are required to become a member of a
professional organization. Possible organizations include: CARS+, CEC, NASET, TASH, etc. Proof of
membership needs to be included in your portfolio and provided to your supervisor.
 Individualized Education Plan Reflection – Refer to assignment requirements in SPED 136. With
your supervisor, you will reflect upon your attendance at an IEP meeting. Prepare a list of
questions you have as a result of observing the meeting. Meet with your supervisor to discuss
the experience and share your questions.
 Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies.
You are required to teach co-taught lessons using each strategy described in the table. Lessons
may be co-taught with your Master/Cooperating teacher, General Education teacher,
Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught
lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and
reflections for each strategy (5).
 Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to
participate in activities and meetings at your school site, as appropriate. Please collaborate with
your Cooperating Teacher and Supervisor to arrange your attendance at meetings.
 Examples of communication regarding student progress (e.g., progress notes home,
parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress
reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep
examples of communication with teachers, parents, and other colleagues.
Signature Course Assignments:
 Include signature assignments from courses in which you are concurrently or were previously
enrolled.
 Descriptions and requirements for each assignment will be provided in class. Grades will be
assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions
made. It is expected that the artifacts presented in your portfolio represent your best work;
revisions demonstrate growth and depth of understanding.
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Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO
STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter
Instruction
 TPE 1A: Subject-specific Pedagogical Skills for
Multiple Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1
Demonstrating knowledge of subject matter, academic-content standards, and curriculum
frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding
of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable
access to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student
learning
5.7 Using assessment information to share timely and comprehensible feedback with students and
their families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6 Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background,
and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student
learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.1
Promoting social development and responsibility within a caring community where each student
is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect
diversity, and encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure
a climate in which all students can
learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth
and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and
student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
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Practicum Completion Checklist/Evaluation – SPED 172
General Portfolio Requirements

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and
Cooperating Teacher.

Copies of Lesson Reflections: These may be included at the end of your lesson plans.

Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating
Teacher observations and feedback forms.
Lesson Plans and Reflections
Co-Taught Lesson
TPEs
Completion
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
1-13
Date observed:
12, 13
12, 13
12, 13
Complete
Complete
Complete
MT Observation 1
KWO
Lesson Reflection
1-13
12, 13
12, 13
Date observed:
Complete
Complete
MT Observation 2
KWO
Lesson Reflection
1-13
12, 13
12, 13
Date observed:
Complete
Complete
KWO
Lesson Reflection
Short-Term Goal(s)
Instructional Plan Implementation
KWO
Lesson Reflection
Short-Term Goal(s)
Video Lesson
KWO
Lesson Reflection
Short-Term Goal(s)
Other
KWO
Lesson Reflection
Short-Term Goal(s)
Score
(see key above)
______/42
______/42
______/42
______/42
Points earned/Points possible: _______/168
Comments:
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Evaluation Key:
 2 | Met: Teacher candidate successfully demonstrates knowledge and skill related to the TPEs
observed.
 1 | Partially Met: Teacher candidate is demonstrating growth/progress toward the TPEs
observed. Please provide ‘Written Comments’ below.
o 2 | Met with Revisions: Teacher candidate has successfully demonstrated knowledge and
skills related to the TPEs observed after remediation.
 0 | Not Met: Teacher candidate has demonstrated minimal or no progress toward TPEs
observed. Complete a Plan of Assistance.
o 2 | Met with completed Plan of Assistance: Teacher candidate has successfully
demonstrated knowledge and skills related to the TPEs observed after completing
requirements of Plan of Assistance.
Additional Portfolio Requirements
TPEs
Classroom Management Plan Implementation (SPED 125)
Membership in Professional Organization (include confirmation of
membership)
Individualized Education Plan – Reflection (reviewed with
supervisor)
Co-Teaching Observations & Reflections (See next page)
Participation in Grade-Level, Parent-Teacher, SST, etc. meetings
Examples of communication regarding student progress (e.g.,
progress notes home, parent/guardian contact log, conferences,
notes/emails to colleagues, report cards, progress reports, event
flyers, newsletters, etc. Use home language as needed).
Student Self-Reflection (Mid-semester)
Student Self-Reflection (Final)
2, 5, 6, 8, 10 - 12
13
Score
(see key above)
12, 13
4, 5, 9, 10, 13
10, 12, 13
3, 7, 10 - 13
12, 13
12, 13
Complete
Complete
Points earned/Points Possible: _______/12
Comments:
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Signature Course Assignments to Date (including current semester)
Include signature assignments from courses in which you are concurrently or were previously enrolled.
Course
Assignment
TPEs
Assignment Grade
SPED 125
Positive Behavior Support Plan
2, 3, 5, 6, 8, 11
SPED 125
Classroom Management Plan
2, 5, 6, 8, 10 - 12
SPED 125
Functional Behavior Assessment
2, 3, 5, 6, 8, 9, 11
SPED 130
Curriculum-based Assessment
2, 3, 8, 9
SPED 130
Standardized Academic Achievement Test
3, 6, 9
SPED 146
Ecological Assessments
3, 4, 6 – 9, 12, 13
Descriptions and requirements for each assignment in the table above will be provided in class. Grades
will be assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions made. It is
expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate
growth and depth of understanding.
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Co-Teaching Requirements
Preliminary Education Specialist Credential | Moderate/Severe
The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using
each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General
Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 172 and two for SPED 176. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections
for each strategy (5).
Co-Teaching Strategies
Strategy
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
Observation Date
Supervisor Signature
Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the
students in the classroom.
Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher
Quality Enhancement Grant
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Students in Context: Class Profile
Grade Level: _____
Student’s
Initials
English Learner:
Level, Primary
Language other
than English
Age Range: _____
Special Needs
IEP, 504, Medical,
GATE
Males: _____ Females: _____
Additional Individual Descriptors for Instructional Planning:
Anecdotal records/notes about academic progress, reading level, strengths,
interests, motivational strategies, learning preferences, etc.
146
Reflection: How does the information about individual students provided in the class profile aid in designing and
delivering instruction?
Physical Arrangement of the Classroom
Classroom Rules/Management
Attendance Procedures
147
Dress Code
School Schedule
Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking
and answering questions.
148
Daily Instructional Block Plan
Date: ___________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
149
K-W-O Chart
DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on
your current practice and indicate:
4. What I know about my instructional practice
5. What I want to know about my instructional practice
6. What I would like my supervisor or cooperating teacher to observe
K-W-O Chart
What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and
procedures in my class, etc.)
What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs
of my EL students, etc.)
What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design
meets the needs of my EL students, etc.)
Adapted from: http://ca-btsainduction.org/fact/modules/assessment
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Lesson Plan Template
Name:
Date of Lesson:
Grade Level(s):
Title/Lesson Topic:
Subject/Content Area:
Duration:
Unit Description:
Lesson Description (in student-friendly
language):
State Standards:
Co-Teaching Strategy (optional)
Goals
Unit Goals (expected outcomes for unit in
observable/measurable terms):
Lesson Goals (expected outcomes for lesson
in observable/measurable terms):
Vocabulary
Word
Student-Friendly Definition
Materials
151
Methods
Anticipatory Set:
Introduce and Model New Knowledge
Provide Guided/Collaborative Practice
Provide Independent Practice:
Closure (review what was learned)
Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s)
[What’s the criteria?)?
Formative/Ongoing Assessment:
Summative/End Of Lesson Assessment:
Classroom/Behavior Management Strategies
Supports for students with disabilities and/or English Learners
Student’s disability or diversity
Support (including accommodations or modifications)
Reflection
What went well? (strengths/successes of lesson)
Were all students successful? Did they meet your learning
objective(s)? How do you know?
Were the supports you provided for students appropriate?
Did they improve access to the content and activities? How
do you know?
What areas of the lesson need improvement? What might
you do differently if you were to teach this lesson again?
What did you learn from teaching this lesson?
Additional Comments:
152
Name_______________________________
Date(s)_________________________
SPED Lesson Plan Rubric
*Scores will be based on written lesson plan and on lesson delivery
SCORING KEY:
3 - Achieved: performed successfully
2 - Developing: showing growth, evolving
1 - Beginning: initial stage, needs more time to develop skills
1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards
3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s)
cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the
particular group of students and the curriculum.
2- Something is missing.
1-Very limited in scope, needs significant improvement.
Score
2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format)
3-The expected outcomes are appropriate for this group and are written in measurable, observable terms.
The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were
considered.
2-Further explanation may be needed.
1-The expected outcomes may be inappropriate for this group of students. The outcomes are not
measurable or observable.
Score
3. Vocabulary
3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of
English learners and students with special needs are addressed.
2-Some element is missing or needs further explanation.
1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.
Score
4. Materials
3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine
if there are needs that may not be addressed by the program materials. There is excellent match between
goals/objectives, worksheets and activities.
2-Materials list appears incomplete.
1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.
Score
5. Methods
5a. Anticipatory Set
3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review
of previous learning that is important to the understanding of the current lesson. The set may tap prior
knowledge or experience. The students must be told why this lesson is important as appropriate to their
developmental level. The written explanation is clear and detailed.
2-The set could be improved with further reflection and input from other professionals.
1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed
and/or discussed with other professionals.
5b. Introduce and Model New Knowledge (with Timelines)
3-A detailed outline of the procedures/input the students will experience is provided. Evidence of
differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided.
The lesson ends with a review and may preview the next lesson.
2-A detailed outline may be provided, but estimated times are missing.
1-The outline is lacking detail.
Score
Score
153
5c. Provide Guided Practice
3-During the lesson the students receive differentiated practice with the concept under the thoughtful
guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice
the concept with the teacher nearby to give feedback. The written description is complete.
2-The description is incomplete in some aspect.
1-Very minimal explanation or use of guided practice.
Score
5d. Provide Independent Practice
3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e.,
differentiated)
2-The independent practice is incomplete in some way.
1-The independent practice is incompatible with the remainder of the lesson.
Score
5e. Provide Closure
3-.Closure is aligned explicitly with the lesson
2-The closure is incomplete in some way.
1-The closure is incompatible with the remainder of the lesson or is missing.
Score
6. Assessment
3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the
lesson; formative and summative assessments are noted.
2-Further explanation is needed.
1-The assessments used need to be improved.
Score
7. Classroom/Behavior Management Strategies
3-The classroom and behavior management system is described in detail and is appropriate for this group of
students.
2-The classroom and behavior management system is described but may need more details or the
management system may need to be modified for this group of students.
1-The description is minimal. A complete understanding of the importance of a management system may be
lacking.
Score
8. Supports for Students with Disabilities and/or English Learners
3-All elements of the requested information have been addressed demonstrating a strong knowledge base;
accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet
student needs for support.
2-Something is missing or lacks detail.
1-The information provided is significantly incomplete or there is a mismatch between the support provided
and actual student needs.
Score
9. Lesson Reflection
3-The written responses to the questions are complete and demonstrate a high level of self-reflection.
2-Some improvement is needed.
1-There is minimal response to the requested questions and a minimal understanding of the reflective
process.
Score
10. Spelling/Grammar
3-The lesson plan is written with few or no spelling/grammar errors.
2-Spelling/Grammar could improve.
1-Several spelling/grammar errors are evident.
Score
Total _______/42
154
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum Observation Feedback Form
Teacher Candidate Name: __________________________________ Date: ____________________
School: ____________________________________________________________________________
Evaluation completed by:
__
Master Teacher: ________________________________
OR
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California
Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for
Exceptional Children.
Summary of Candidate’s strengths:
Areas to be developed:
Teacher Candidate Signature: ___________________________________________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
155
1. Engaging and Supporting All Students in Learning
Notes/Comments
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design.
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
2. Creating and Maintaining An Effective Environment for Students
Notes/Comments
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional settings.
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
Notes/Comments
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
156
4. Planning Instruction and Designing Learning Experiences for All Students
Notes/Comments
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
5. Assessing Student Learning
Notes/Comments
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
6. Developing As A Professional Educator
Notes/Comments
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
157
158
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum In Mild/Moderate Disabilities
Midterm and Final Evaluation |SPED 171/172/175/176
Spring _______ Fall ________
20 ______
Midterm (date) ______
Final (date) _____
Teacher Candidate__________________________________________
School_____________________________
Grade Level ______ES ______MS _____HS
District ______________________________
Evaluation completed by:
OR
Class Designation ____________________
__
Master Teacher: ________________________________
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for
the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children.
*Please complete midterm evaluation in blue ink and final evaluation in black ink.
Please rate candidates on each of the items below using the following key:
NA = Not
1 = Insufficient
2 = Beginning:
3 = Developing:
Applicable
Evidence/Not
needs more time
showing growth,
Met
to develop skills
evolving
1. Engage and Supporting All Students in Learning
4 = Achieved:
exceptional
performance
NA
1
2
3
4
1
2
3
4
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
Average score (1)
2. Creating and Maintaining An Effective Environment for Students
NA
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural and linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom procedures and routines that support student learning.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional setting,
Average score (2)
159
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
Average score (3)
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
Average score (4)
5. Assessing Student Learning
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
Average score (5)
6. Developing As A Professional Educator
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
Average score (6)
160
7. Other Professional Competencies
C6.1 Takes initiative
C6.2 Handles information about children, peers, families, colleagues and supervisors ethically.
C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor.
C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.)
C6.5 Respects the attitudes and opinions of others.
C6.6 Has attended a professional conference, in-service, or meeting.
TOTAL (7)
Midterm
No = 0
Final
Average (1): ______
Average (1): ______
Average (2): ______
Average (2): ______
Average (3): ______
Average (3): ______
Average (4): ______
Average (4): ______
Average (5): ______
Average (5): ______
Average (6): ______
Average (6): ______
Total (7): ______
Total (7): ______
Sum of above: _____ /30
Sum of above: _____ /30
A = 27-30
B = 24-36
Yes = 1
A = 27-30
B = 24-36
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Summary of Candidate’s strengths:
Areas to be developed:
Evaluation completed by:
University Supervisor Signature ____________________________
--or-Master Teacher Signature
____________________________
Date ______
Date ______
I have reviewed this evaluation with my University Supervisor
_______ I accept this evaluation or,
________ I wish to submit an addendum.
Student Signature _______________________________________
Date __________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
162
Short-Term Goal Planning Form
Following each of your 4 formal observations, complete the following form with your supervisor and/or
Cooperating Teacher. Determine 3 short-term goals to work toward between each observation.
Name ___________________________Supervisor _________________________Initial Practicum:
School: __________________________Cooperating Teacher ________________Final Practicum:
Date
Short-Term Goals (based on reflection and
supervisor feedback)
1.
Complete
SPED 171
SPED 175
SPED 172
SPED 176
Comments
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
163
Student Self-Reflection
This form is to be completed at the Midterm and Final Evaluation.
Name _____________________________Supervisor ________________________________
SPED 171
SPED 175
SPED 172
SPED 176
School: ____________________________ Cooperating Teacher ______________________
Midterm
Final
Strengths
Focus Areas
Mid-Semester Meeting
1)
Final Meeting
1)
2)
2)
3)
3)
1)
1)
2)
2)
3)
3)
Meeting Date
Optional: Additional experiences I would like to have:
164
SECTION IX:
EHD 170 Field Study C
165
166
EHD 170: Field Study C: Final Student Teaching Syllabus
Course Description:
Supervised full-day, semester-long student teaching experience that culminates in assuming all
classroom responsibilities for at least two weeks. Teacher candidates should assume primary
responsibility for co-teaching and solo teaching on a consecutive basis only when they have been
recommended to do so by the cooperating/master teacher and the university supervisor.
Required hours are Monday through Friday at a minimum from 1/2 hour before school starts until at
least 1/2 hour after the school day ends plus seminars/lab times and school activities to be
announced. (CCTC 15) Seminars will be called both during and beyond the school day for specialized
training from district trainers and or university faculty.
Multiple Subject Program Requirements:
This course is a required course in Phase 3 of the Multiple Subject Program. Field Study C is designed to
be taken concurrently with SPED 179, Differentiated Instruction and Classroom Management (Multiple
Subject Only)and 170A .
Prerequisites:
Successful completion Phase 2 of the Multiple Subject or Dual Credential Program: CI 100, CI 175, CI 176,
LEE 177, EHD 178/110D,178A. Concurrent enrollment in SPED 179 (Multiple Subject Only).
Course Information: $10.00 lab fee
Units: 9
Time: Mon.-Fri. 8:00-4:00 + Seminars as
assigned.
Location: School Site:
Website:
Instructor Name:
Office Number:
Email:
Telephone:
Office Hours:
Required Texts and Instructional Materials:
 Multiple Subject Student Teaching Handbook
 Candidates will be required to access Blackboard for syllabus, assignments, resources, etc.
(The University provides free email accounts to all students. Internet accounts are available
for a fee through unWired Broadband (https://www.unwiredbb.com/).
 Download from the following California Department of Education website:
http://www.cde.ca.gov/re/pn/fd/

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
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Common Core State Standards
Mathematics and Science Content Standards
Visual and Performing Arts Content Standards, pre-kindergarten through grade twelve
Reading/Language Arts Frameworks for California Public Schools, 2000 Revised Edition
Mathematics Framework for California Public Schools
History-Social Science for California Public Schools
Health Framework for California Public Schools
Physical Education for California Public Schools
English Language Development Standards for Public Schools
Core curriculum
167
 Red three ring binder with dividers
 Lesson plan book (continued from previous placement)
 Fresno Assessment of Student Teachers, FAST (available on Task Stream or the Kennel
Bookstore)
 Registration for Task Stream – this can be done on line see FAST manual
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.


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










Teacher Candidates will formulate specific pedagogical skills for the instruction of reading
language arts, math, and science (TPE 1; NCATE 1.1, 1.3, 1.4, 1.7)
Teacher Candidates will monitor student learning during instruction (TPE 2; NCATE 1.7).
Teacher Candidates will interpret and use assessments for planning instruction (TPE 3; NCATE
1.7).
Teacher Candidates will make content accessible (TPE 4; NCATE 1.3, 1.4).
Teacher Candidates will engage students in the learning process (TPE 5; NCATE 1.3).
Teacher Candidates will utilize developmentally appropriate teaching practices (TPE 6; NCATE
1.7).
Teacher Candidates will apply pedagogical theories, principals and instructional practices for
comprehensive instruction of English learners. (TPE 7; NCATE 1.6 Valuing Diversity)
Teacher Candidates will draw upon an understanding of patterns of child and adolescent
development to understand their students. (TPE 8; NCATE 1.4)
Teacher Candidates plan instruction that is comprehensive in relation to the subject matter to be
taught and in accordance with state-adopted academic content standards for students. (TPE 9;
NCATE 1.1)
Teacher Candidates will allocate instructional time to maximize student achievement in relation
to state-adopted academic content standards for students, instructional goals and scheduled
academic tasks. (TPE 10;)
Teacher Candidates will develop and maintain clear expectations for academic and social
behavior and create a positive environment for learning. (TPE 11;).
Teacher Candidates will exhibit appropriate ethical and legal behavior (TPE 12; NCATE 1.6
Professional Ethics, Life Long Learning).
Teacher Candidates will evaluate and reflect upon his/her own teaching practices for the purpose
of improvement (TPE 13; NCATE 1.6 Refection, Life Long Learning 1.7).
Teacher Candidate will utilize Co-Teaching strategies.
Examinations and Major Assignments:
Teacher Candidates will be assessed through written work but the majority of assessments will be
performance based. These performance-based assessments will verify the application of theory and
research in making instructional decisions and improving pedagogical practices in the candidate’s
assigned classroom.
168
Holistic Proficiency Project (NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Passing score of 2 or above
Teaching Sample Project (NCATE 1.1, 1.3, 1.4, 1.6, 1.7) Passing score of 2 or above
 Competencies for Literacy Development (NCATE 1.1, 1.3, 1.4, 1.7)
 Field Study C Seminars
 Five Formal Lesson Observations by University Supervisor (NCATE 1.1, 1.3, 1.4, 1.6 Reflection,
Critical Thinking, Life Long Learning)
Assignment and Examination Schedule
Date
Assignment
Weeks 1-15
University Supervisors will observe, provide feedback and verify attainment
of Teacher Performance Competencies on a weekly basis.
Weeks 7-8
Mid-Semester Assessment/ Goal Setting Meeting
Complete 50% of the Multiple Subject Teaching Competencies
Documented attendance at all required seminars.
Week 10
Teaching Sample Project Due – Hardcopy and submitted on Task Stream
Weeks 13-15
Supervisor Evaluation, Master Teacher Survey, and Dispositions Survey
submitted on Task Stream
Weeks 14-15
Final Assessment/Goal Setting Meeting
All competencies including Holistic Proficiency Project (TPA 3, TPE 12, 13),
Teaching Sample Project Written Plan (CCTC 3a; TPE 2, 3, 8, 9, 10, 11, 13),
Teaching Sample Project Classroom Performance Assessment Observation
(CCTC 3b; TPE 2, 3, 8, 9, 10, 11, 13), Competencies for Literacy Development
– EHD 170 and required University Supervisor observations must be
successfully completed and verified by the last day of instruction.
169
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness
are dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
170
Course Policies
Grading:
Teacher Candidates receive a grade of credit or no-credit as a result of their performance in their field
assignment(s). Field Study C provides many opportunities for multi-modal assessments. University
Supervisors will visit the school site every week. Reflective journaling, observations, written lesson plans,
lesson analysis and implementation of teaching strategies with students in the classrooms will provide
evidence of proficiency. There is a mid-way progress report in a three-way conference with Master
Teacher, Teacher Candidate, and University Supervisor. The Master Teacher also collaborates with the
supervisor, completes a final assessment form, and meets with the Teacher Candidate at the end of the
semester. The University Supervisor verifies competencies on a regular basis including completion of the
Holistic Proficiency Project and Teaching Sample Project. Teacher Performance Assessment (TPA 3:
Teaching Project) requires a written document as well as a classroom performance assessment
visitation/observation by a university supervisor. Competencies are outlined in the Multiple Subject
Student Teaching Handbook. Satisfactory completion of all competencies including passing scores of 2 or
above on the Teaching Sample Project and the Holistic Proficiency Project, as verified by the University
Supervisor, is required for credit in the course.
Failure to submit the Teacher Performance assessments by the required timeline may place a teacher
candidate in jeopardy of not receiving credit for the course.
Students who receive a “No Credit” grade in the Field Study C student teaching course are required to
petition the Admissions and Standards Committee for approval to retake the course. Students who
receive a grade of “No Credit” for a second time will be dismissed from the Multiple Subject Credential
Program. Teacher Candidates whose placements are terminated after the date for refund of tuition are
responsible for full tuition regardless of circumstances leading to termination.
Professional Ethical Behavior:
As a guest at the assigned school site, it is expected that the Teacher Candidate model exemplary
professional and ethical behavior at all times. Professional behavior includes not receiving and or making
cell phone calls or texting during class time. My Space or similar online forms of communication should
be kept professional. The Teacher Candidate Code of Ethics and Confidentiality of Student Records in the
Student Teacher Handbook (pages 16-17) can serve as a guide.
The Professional Dress:
The Teacher Candidate is expected to maintain a professional appearance. An appropriate appearance is
defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do
not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
171
Tentative Course Schedule – EHD 170 Field Study C
Teaching Sample Project: (TPA 3a-b TPE 2, 3, 8, 9, 10, 11, 13)
Week 1
Supervisor Orientation Meeting
School Site Orientation Meeting
Students in Context
Week 2-3
Content Analysis and Learning Outcomes
Week 3-4
Assessment Plan
Week 4-5
Design for Instruction
Instructional Decision-Making
Week 8
Analysis of Student Learning
Reflection and Self Evaluation
Week 10
Teaching Sample Project Due
Including Observation/Verification
Weeks 1-15
Teacher Candidates will plan, teach and assume responsibilities for one new subject, adding an
additional subject each week, in their classroom assignment.
Teacher Candidates’ lessons must align with the California Content Standards in the areas of Reading,
Math, Science, and Social Science, Visual and Performing Art, Health, Physical Education, and English
Language Development. The Teacher Candidates will also note how IEP goals are being met in these
lessons. The lessons will incorporate modifications and student accommodations that include specific
strategies for special needs. All lessons plans require written reflections after being implemented in
the classroom (CCTC 3a, b, d, 4a, d, ). This experience will culminate in assuming responsibility for the
entire school day for a minimum of two weeks (TPA 1A- 6A or 6B,7,8,9,10,11,12, 13 CCTC 3(a-e), 4(ae), 5 (c-f), 7 A(c), 8A (a-f), 9(a), 10(b-e), 12(a, c, d, f), 13(b, e, f), 14(d, e)
Teacher Candidates collect evidence for Holistic Proficiency Project and Competencies for Literacy
Development.
Seminars
Weeks 1-12
Content Specific Teaching Strategies for Physical Education Grades K-8 (CCTC 8A (e))
Content Specific Teaching Strategies for Health in Grades K-8) (CCTC 8A (f))
Learning to Create a Supportive, Healthy Environment for Student Learning (CCTC 10 a-e)
Professionalism and Ethics for Educators Character and Civic Education Conference (Spring Semester
Only)
Professional Job Search Strategies:
Resume Writing
Professional Ed Join
At Risk Students
Interviewing Techniques
Administrators Panel
Co-Teaching Strategies
NOTE:
Teacher Candidates write lesson plans using effective teaching models. The clinical/target, inquiry or
integrated teaching models are the approved models and should be demonstrated in lesson planning
and implementation. Teacher Candidates review all lesson plans with the Master Teacher at least one
day prior to teaching and write a lesson reflection after teaching the lesson (CCTC 3a, b, d, and 4a, d).
172
Subject to Change:
This syllabus and schedule are subject to change in the event of extenuating circumstances.
University Policies
Students with Disabilities:
Upon identifying themselves to the instructor and the university, students with disabilities will receive
reasonable accommodation for learning and evaluation. For more information, contact Services to
Students with Disabilities in Madden Library 1049 (278-2811).
Honor Code: “Members of the CSU Fresno academic community adhere to principles of academic
integrity and mutual respect while engaged in university work and related activities.” You should:
a) understand or seek clarification about expectations for academic integrity in this course
(including no cheating, plagiarism and inappropriate collaboration)
b) neither give nor receive unauthorized aid on examinations or other course work that is used
by the instructor as the basis of grading.
c) take responsibility to monitor academic dishonesty in any form and to report it to the
instructor or other appropriate official for action.
Instructors may require students to sign a statement at the end of all exams and assignments that “I
have done my own work and have neither given nor received unauthorized assistance on this work.” If
you are going to use this statement, include it here.
Cheating and Plagiarism:
Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving
one's grade or obtaining course credit; such acts also include assisting another student to do so.
Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the
term 'cheating' not be limited to examination situations only, but that it include any and all actions by a
student that are intended to gain an unearned academic advantage by fraudulent or deceptive means.
Plagiarism is a specific form of cheating which consists of the misuse of the published and/or
unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as
one's own work." Penalties for cheating and plagiarism range from a 0 or F on a particular assignment,
through an F for the course, to expulsion from the university. For more information on the University's
policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and
Plagiarism) or the University Catalog (Policies and Regulations).
Make Up Policy for Planned and Unplanned Absences:
In the case of an unplanned student absence, papers, tests, and/or homework assignments due during
the time the student is absent may be made up only if the student contacts the instructor as soon as
practicable after the absence occurs and works out a plan. In the case of authorized absences due to
university-sponsored activities, students should expect to submit their work to the instructor on or
before the due date, or as arranged with the instructor. This includes papers, tests, and/or homework
assignments. See grading policy in syllabus for additional information.
When a student is absent for an extended time period, a viable make-up plan may not be feasible. In
these circumstances, other options such as dropping the class for a serious and compelling reason or
withdrawal from the university may be appropriate.
173
Computers: "At California State University, Fresno, computers and communications links to remote
resources are recognized as being integral to the education and research experience. Every student is
required to have his/her own computer or have other personal access to a workstation (including a
modem and a printer) with all the recommended software. The minimum and recommended standards
for the workstations and software, which may vary by academic major, are updated periodically and are
available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University
Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a
computer workstation and the necessary communication links to the University's information
resources."
Disruptive Classroom Behavior: "The classroom is a special environment in which students and faculty
come together to promote learning and growth. It is essential to this learning environment that respect
for the rights of others seeking to learn, respect for the professionalism of the instructor, and the
general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be
expressed in terms which are supportive of the learning process, creating an environment in which
students and faculty may learn to reason with clarity and compassion, to share of themselves without
losing their identities, and to develop and understanding of the community in which they live . . .
Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary
action and/or removal from class."
Copyright policy: Copyright laws and fair use policies protect the rights of those who have produced the
material. The copy in this course has been provided for private study, scholarship, or research. Other
uses may require permission from the copyright holder. The user of this work is responsible for
adhering to copyright law of the U.S. (Title 17, U.S. Code). To help you familiarize yourself with
copyright and fair use policies, the University encourages you to visit its copyright web
page: http://www.csufresno.edu/library/libraryinformation/campus/copyright/copyrtpolicyfull.pdf
For copyright Questions &
Answers: http://www.csufresno.edu/library/libraryinformation/campus/copyright/faqcopyright.pdf
Digital Campus course web sites contains material protected by copyrights held by the instructor, other
individuals or institutions. Such material is used for educational purposes in accord with copyright law
and/or with permission given by the owners of the original material. You may download one copy of the
materials on any single computer for non-commercial, personal, or educational purposes only, provided
that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this
notice and any copyright notice originally included with the material. Beyond this use, no material from
the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or
distributed in any way without the permission of the original copyright holder. The instructor assumes
no responsibility for individuals who improperly use copyrighted material placed on the web site.
174
Bibliography & Resources
Alvermann, D.E., Swafford, J., & Montero, M.K. (2004). Content area literacy
instruction for the elementary grades. Boston: Pearson.
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: ASCD Publication.
Chapin, J.R. (2001). Elementary social studies. White Plains, NY: Longman.
Clay, M. M. (2002). An observation survey of early literacy achievement ( 2nd ed.). Portsmouth, NH:
Heinemann. (C)
Clay, M. M. (1989). Stone. Portsmouth, NH: Heinemann.
Clay, M. M. (1989). Sand. Portsmouth, NH: Heinemann.
Elements and principles of design: Student guide with activities. (2000). Glenview, Ill: Crystal Productions.
Eggen,P. & Kauchak, D. (2004). Windows on Classrooms, (6th ed.). Merrill Prentice Hall: Columbus, OH.
Faber, A, Mazlish, E., Nyberg, L. & Templeton, R. A. (1999). How to talk so kids can learn at home and in
school. New York: Simon & Schuster.
Herrell, A. & Jordan, M. (2003). Fifty teaching strategies for English language learners (2nded.).
Merrill/Prentice Hall.
Lee, E., et al, (2002). Beyond heroes and holidays, Teaching for Change.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school
mathematics . Reston, VA: Author. (www.nctm.org)
Orlich, D., Harder, R, Callahan, R., Trevisan, M. & Brown, A. (2004). Teaching strategies. Boston:
Houghton Mifflin.
Roger, K, Howell, L, Smith, A, Clarke, P, & Henderson, C. (2000). The Usborne internet-linked science
encyclopedia. London: Usborne.
Sherman, S. & Sherman, R. (2004). Science and science teaching: Methods for integrating technology
(2nd ed.). Boston: Houghton Mifflin.
Spring, J., (2004). Deculturalization and the struggle for equality, McGraw Hill. Selected Readings.
Smith, T.E., Edward, A.P., Patton, J.R., & Dowdy, C.A. (2001). Teaching students with special needs in
inclusive settings. (3rd ed.). Boston: Allyn & Bacon.
Tompkins, G. E. (2001). Literacy for the 21st century: Teaching reading and writing in pre-kindergarten
through grade 4. Upper Saddle River, NJ: Merrill/Prentice Hall. (T)
Thompson, Julia G., (2002). First-year teacher’s survival kit. San Francisco: Jossey-Bass.
175
Van de Walle, J. (2004). Elementary and middle school mathematics: Teaching developmentally. Boston:
Allyn & Bacon.
Woolfolk, A. (2004). Readings in Educational Psychology. Boston: Allyn & Bacon.
Wong, H. K. & Wong, R. T. (2001). How to be an effective teacher: The first days of school. Mountain
View, CA: Harry K. Wong.
176
EHD 170: Final Student Teacher | Weekly Goal Calendar
Week 1
Lesson Planning
Attend all seminars and meet with
University Supervisor.
Teaching
Teaching Sample Project
Holistic Proficiency Project
Literacy Competencies
Read Teaching Sample Project
requirements.
Read Holistic Proficiency
Project requirements.
Set up file folders
Read Literacy Competency
requirements
Work on Students in
Context section of Teaching Sample
Project
Lesson plans for subject 1
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
If subject 1 is language arts
refer to Literacy Competencies before
writing plans to make sure
requirements are met.
Students in Context section of
Teaching Sample Project complete.
Lesson plans for subject 2
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
If subject 2 is language arts
refer to Literacy Competencies before
writing plans to make sure
requirements are met. .
Week 2
Discuss the competencies and CoTeaching with the Master Teacher &
note expectations that will affect you
Learn students’ names, class
schedules, management procedures &
record keeping
Discuss expectations for classroom
management
Familiarize yourself with school
personnel, resources & policies (recess,
lunch, school nurse, before/after school
routines)
Set a weekly meeting time
Pencil in timeline for teaching
language arts, math, science, social
studies, Teaching Sample Project and
two week takeover.
Assume Responsibility for opening
activities, monitoring students during
independent work, read alouds, and
helping with supervision duties.
Decide on a topic for Teaching
Sample Project
Write Lesson Plans for Subject I
Week 3
Write Lesson Plans for
Subjects 1 -2
Assume Responsibility for opening
activities, monitoring students during
independent work, read alouds, and
helping with supervision duties.
Begin Content Analysis of
Teaching Sample Project
Teach Subject 1
Put in plans for subject 1 in
appropriate file folder.
Week 4
Write Lesson Plans for Subjects 13
Continue responsibility for
opening activities, monitoring students
during independent work, read alouds,
and helping with supervision duties.
Content Analysis section of
Teaching Sample Project complete.
Begin Assessment Plan of
Teaching Sample Project
Lesson plans for subject 3
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
TPE requirements have been met.
If subject 3 is language arts
refer to Literacy Competencies before
writing plans to make sure
requirements are met.
Teach Subjects 1-2:
Put plans for subject 2 in
appropriate file folder.
177
Lesson Planning
Teaching
Teaching Sample Project
Holistic Proficiency Project
Literacy Competencies
Lesson plans for subject -4
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
If subject 4 is language arts
refer to Literacy Competencies before
writing plans to make sure
requirements are met.
Week 5
Write Lesson Plans for
Subjects 1-4 including plans for teaching
Sample Project.
Continue responsibility for
opening activities, monitoring students
during independent work, read alouds,
and helping with supervision duties.
Assessment Plan section of
Teaching Sample Project complete.
Begin Design for Instruction
for Teaching Sample Project
Teach Subjects 1-3
Put plans for subject 3 in
appropriate file folder.
Week 6
Write Lesson Plans for Subjects 15 including plans for teaching Sample
Project.
Continue responsibility for
opening activities, monitoring students
during independent work, read alouds,
and helping with supervision duties.
Design for Instruction section
of Teaching Sample Project
complete.
Teach Subjects 1-4
Lesson plans for subject 5
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
If subject 5 is language arts
refer to Literacy Competencies before
writing plans to make sure
requirements are met.
Put plans for subject 4 in
appropriate file folder.
Week 7
Write Lesson Plans for Subjects 16
Continue responsibility for
opening activities, monitoring students
during independent work, read alouds,
and helping with supervision duties.
Teach Subjects 1-5 including the
Teaching Sample Project.
Implement Teaching Sample
Project
Begin Instructional Decision
Making Design for Instruction for
Teaching Sample Project
Teach Subjects 1-5
Lesson plans for subject 6
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
Mid-Term Eval. – Supervisor,
Master Teacher & Teacher Candidate
50% of Holistic Proficiency
Project & Competencies for Literacy
Dev. documented & ready for review.
Put plans for subject 5 in
appropriate file folder.
Week 8
Write Lesson Plans for Subjects 17
Continue responsibility for
opening activities, monitoring students
during independent work, read alouds,
and helping with supervision duties.
Teach Subjects 1-6 including the
Teaching Sample Project.
Implement Teaching Sample
Project
Continue Instructional
Decision Making Design for
Instruction for Teaching Sample
Project
Lesson plans for subject 7
can be used for Holistic
Proficiency Project. Review rubric
before writing plans to make sure
requirements for TPE’s have been
met.
If subject 7 is language arts
refer to Literacy Competencies to
make sure requirements are met.
Put plans for subject 6 in
appropriate file folder.
Week
9
Write Lesson Plans for
Subjects 1-8
Continue responsibility for
opening activities, monitoring
students during independent work,
read alouds, and helping with
supervision duties. Teach Subjects
1-5 including the Teaching Sample
Project.
Teach Subjects 1-7
Complete Analysis of
Student Learning Teaching
Sample Project
Complete Reflection and
Self Evaluation section of
Teaching Sample Project
Lesson plans for subject
8 can be used for Holistic
Proficiency Project. Review
rubric before writing plans to
make sure requirements for
TPE’s have been met.
If subject 8 is language arts
refer to Literacy Competencies
sign off sheet before writing.
Put plans for subject 7 in
appropriate file folder.
178
Lesson Planning
Week
10
Plan for all and resume all
duties
Teaching
Plan, teach and resume all
duties
Teaching Sample Project
Holistic Proficiency Project
Teaching Sample Project
DUE to University Supervision
Give lesson plans and
reflections to supervisor to sign
off on literacy competency log.
Week
11
Plan and resume all duties
Teach! Teach! Teach!
Begin completing
reflections on evidence in
Holistic file.
Week
12
Plan and resume all duties
Teach! Teach! Teach!
Reflections on evidence
in Holistic file complete.
Week
13
Plan and resume all duties
Teach! Teach! Teach!
Week
14-15
Plan and resume all duties
Teach! Teach! Teach!
Final Evaluation Meeting with
Master Teacher
Literacy Competencies
All Holistic Proficiency
Project, Competencies for
Literacy Development and
Teaching Sample Project
documented and ready for
final meeting with University
Supervisor
179
180
EHD 170 Teacher Candidate End of the Semester Checklist
for Final Meeting with University Supervisor
Teaching Sample Project - scored hardcopy returned to Teacher Candidate. Teacher
Candidate has submitted project on TaskStream
Holistic Proficiency Project -evidence reviewed by supervisor & submitted on
TaskStream
Dispositions Survey- submitted on TaskStream
Cooperating/Master Teacher Survey- submitted on TaskStream
Supervisor Evaluation- submitted on TaskStream
Competencies for Literacy Development
EHD 170 Mid and Final Certification of Competency
Mid- Semester Teacher Candidate Assessment/Goal Setting-EHD 170
Final Teacher Candidate Assessment/Goal Setting –EHD 170
Phase Three Professional Development Plan (signed by supervisor and kept with the
teacher candidate to be used in an Induction program)
All of the above paperwork must have appropriate signatures
181
Direct Instruction Lesson Plan
Name
I.D. #
Date
Grade Level
Subject
School
University Supervisor’s Signature
Competency#
Cooperating/ Master Teacher’s Signature
Materials:
K-12 Academic Content Standard:
California Standards for the Teaching Profession:
Co-Teaching Strategy:
Objective:
Set:
Input/Procedures:
Guided Practice:
Closure:
Assessment Plan/Independent Practice:
Adaptations/Modification for Focus Student:
Adaptations/Modifications for Focus Student:
182
Written reflection (after the lesson has been taught)
Did all students meet the desired objective? Was the objective appropriate? How do you know? Would you teach
this lesson again the same way or change it to make it more effective? What changes would you make and why?
How did you integrate Co-Teaching strategies into this lesson.
183
Co-Teaching Strategies & Examples
Strategy
One Teach, One
Observe
One Teach, One
Assist
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
One teacher has primary responsibility while the other gathers specific
observational information on students or the (instructing) teacher. The key to this
strategy is to focus the observation – where the teacher doing the observation is
observing specific behaviors.
Example: One teacher can observe students for their understanding of directions
while the other leads.
An extension of One Teach, One Observe. One teacher has primary instructional
responsibility while the other assists students with their work, monitors behaviors,
or corrects assignments.
Example: While one teacher has the instructional lead, the person assisting can be
the “voice” for the students when they don’t understand or are having difficulties.
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade level,
while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
The strategies are not hierarchical – they can be used in any order and/or combined to best meet
the needs of the students in the classroom.
184
California State University, Fresno
Kremen School of Education & Human Development
EHD 170 Final Student Teaching Competency Log
Name
Semester
Cooperating/Master Teacher
School
Grade Level
District
University Supervisor
Student I.D. Number
The purpose of this log is to document the successful attainment of competency in various teaching activities.
The EHD 170 competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher
Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’S). The Teacher Candidate is
responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the
verification of that completion, the logs will be filed by the University Supervisor in the student’s program file in
room 250 the education building.
Mid-Semester Certification of Competency
Based on the accompanying Student Teaching Competency assessments, I/we recommend:
The Teacher Candidate has achieved the competencies necessary to advance to the second half
of EHD 170.
Although the Teacher Candidate evidences some significant weaknesses at this point in the
semester, s/he should be allowed to progress to the next phase of EHD 170 with the
understanding that continued improvement is required for the successful completion of EHD
170.
The Teacher Candidate has not developed the competencies necessary to progress to the next
phase of EHD 170.
Cooperating/Master Teacher
University Supervisor
Teacher Candidate
Date
185
California State University, Fresno
Kremen School of Education & Human Development
EHD 170 Final Student Teaching Competency Log
Name
Semester
Cooperating/ Master Teacher
Grade Level
School
__
District
University Supervisor
Student I.D. Number
The purpose of this log is to document the successful attainment of competency in various teaching activities.
The EHD 170 competencies are based on the California Standards for the Teaching Profession (CSTP), the Teacher
Performance Expectations (TPE’S), and Teacher Performance Assessment’s (TPA’s). The Teacher Candidate is
responsible for the safekeeping and updating of this log. Upon completion of all the competencies and the
verification of that completion, the logs will be filed by the University Supervisor in the student’s program file in
room 250 the education building.
Final Certification of Competency
The Teacher Candidate developed and successfully implemented the Teaching Sample Project
and submitted it on Task Stream.
The Teacher Candidate successfully completed the Holistic Proficiency Project and submitted it
on Task Stream.
The Teacher Candidate successfully planned and implemented the Competencies for Literacy
Development.
______ The Teacher Candidate planned and resumed all classroom duties for at least two weeks and
documented in lesson plans the use of all 7 Co-Teaching strategies.
______ The Teacher Candidate completed the Professional Development Plan for BTSA Induction
The Teacher Candidate models exemplary professional behavior and dress.
The Teacher Candidate demonstrates the use of oral and written language (Language of
Instruction) that is clear, concise, consistent, and easily understood by students with varying
linguistic ability. English _____ Spanish_____ Hmong_____
The Teacher Candidate attended all Field Study C seminars
______Teacher Performance Assessment Overview Teaching Strategies for Physical Education
Creating a Supportive, Healthy Environment for Student Learning ______Co-Teaching
______Teaching Strategies for Health _______Character and Civic Education Conference
______Interview Panel ______Professional File _______Resume Writing ______ At Risk Students
Cooperating/Master Teacher
Teacher Candidate
University Supervisor______
___
Date
186
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School of Education and Human Development
Office of Field Experiences
Teacher Candidate’s Name
School
I.D. #
Semester
Cooperating/Master Teacher
Grade Level
University Supervisor
Mid-Semester – Teacher Candidate Assessment/ Goal Setting – EHD 170/160A/160B
ELEMENTS OF COMPETENCE
1.
ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING
2.
CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
3.
UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
4.
PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
5.
ASSESSING STUDENTS FOR LEARNING
6.
DEVELOPING AS A PROFESSIONAL EDUCATOR
On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra
sheet of paper if needed. The student is requested to write a reaction statement.
Cooperating/Master Teacher
Date
University Supervisor
Date
Teacher Candidate
Date
187
Teacher Candidate Strengths:
Goals/Areas Needing Improvement:
Teaching Sample Project Completed: 1 2 3 4 5 6 7
Holistic Competencies Completed: 1 2 3 4 5 6 7 8 9
LEE Competencies Completed:
1 2 3 4 5 6 7 8
Cooperating/Master Teacher Comments:
University Supervisor Comments:
Teacher Candidate Reaction /Goals:
Teacher Candidate: __________________________________Date:___________________
188
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School of Education and Human Development
Office of Field Experiences
Teacher Candidate’s Name
School
I.D. #
Semester
Cooperating/Master Teacher
Grade Level _____________
University Supervisor
Final – Teacher Candidate Assessment/Goal Setting – EHD 170/160A/160B
ELEMENTS OF COMPETENCE
1.
ENGAGING & SUPPORTING ALL STUDENTS IN LEARNING
2.
CREATING & MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING
3.
UNDERSTANDING & ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
4.
PLANNING INSTRUCTION & DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS
5.
ASSESSING STUDENTS FOR LEARNING
6.
DEVELOPING AS A PROFESSIONAL EDUCATOR
On the reverse side, list the student’s strengths as well as areas needing improvement. Use an extra
sheet of paper if needed. The student is requested to write a reaction statement.
Cooperating/Master Teacher
Date
Supervisor
Date
Teacher Candidate
Date
189
Teacher Candidate Strengths:
Goals/Areas Needing Improvement:
Cooperating/Master Teacher Comments:
University Supervisor Comments:
Teacher Candidate Reaction/Goals:
Student Signature:
Date:
190
Guidelines For EHD 170, 160A, 160B, 170ECE
Teacher Candidate Evaluation
Thank you for writing this evaluation, which can be used for employment purposes. In accordance with
the Family Educational Rights and Privacy Act of 1974 (as amended), the Teacher Candidate will have
access to this evaluation. It may be photocopied and sent to employers at the candidate’s request. The
student teaching evaluation is considered the most important part of the new teacher's file. It may be
responsible for the candidate’s success or failure in getting a position. Please give this evaluation
directly to the student so he/she can make a copy for his or her file. The student will then forward the
original to our office. Thank you for your assistance.
The narrative portion of the evaluation is very important and should elaborate upon professional
competencies. Please evaluate the Teacher Candidate in relation to other beginning teachers and
indicate the Teacher Candidate’s potential for success in teaching. The following are possible areas for
evaluation under suggested main headings:
191
Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
 TPE 1A: Subject-specific Pedagogical Skills for Multiple
Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE ENVIRONMENTS
FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1 Demonstrating knowledge of subject matter, academic-content standards, and curriculum frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding of
subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including
adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable access
to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student learning
5.7 Using assessment information to share timely and comprehensible feedback with students and their
families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6
Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background, and
individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.1
Promoting social development and responsibility within a caring community where each student is
treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and
encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally
safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a
climate in which all students can
learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and
development
6.3 Collaborating with colleagues and the broader professional community to support teacher and student
learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
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California State University, Fresno
Kremen School of Education and Human Development
Office of Professional Field Experiences
Teacher Candidate Information Sheet
EHD 170/170ECE/160A/160B
Semester/Year
Name
ID Number
Telephone Number
Cell Number
Address
Street
Email
School
City
@mail.fresnostate.edu
Zip
Master Teacher____________________________
Undergraduate Major
Graduate Major
Indicate any special abilities and/or interests such as: music, drama, art, athletics, etc.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Outline your weekly schedule of classes
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Total Units this Semester
On a separate page or the back side of this paper write a short summary of your background including
the reasons you chose to become a teacher. Make copies for your Master Teacher and University
Supervisor.
193
194
California State University, Fresno
Classroom Observation Feedback Form
School
Teacher
Grade
Candidate
Cooperating
University
Date
Teacher
Supervisor
Observation Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Lesson Plan 
Topic and Objective Observed
Language of Instruction ____________________Co-Teaching Strategy _______ _________________
Teaching Performance Expectations
1.
2.
3.
4.
5.
6.
Subject-specific pedagogical skills:
Reading/Language Arts Math History/Social
Science
Monitoring student learning during instruction
Interpretation and use of assessments
Making content assessable
Student engagement
Developmentally appropriate teaching practices:
K-3 & 4-8
7.
8.
9.
10.
11.
12.
13.
Teaching English Learners
Learning about students
Instructional planning
Instructional time
Social environment
Professional, legal, and ethical obligations
Professional growth
Directions: Record and document lines of evidence in terms of CSTP domains and specific behaviors/activities found in TPEs
and TPAs. Provide feedback accordingly to participating student teachers. Use CSTP and TPEs, and TPAs as a guide to conduct
observations.
Observations
Comments and Suggestions
Teacher Candidate Goals:
Observers Signature:
Teacher Candidate Signature: _______ __________________
Copies distributed: University Supervisor, Cooperating Teacher, and Teacher Candidate
195
196
Classroom Observation Feedback Form
Teacher
Candidate
Cooperating
Teacher
Observation Day 1 2 3 4 5 6 7 8 9
Topic and Objective Observed
School
Grade
University
Supervisor
10 11 12 13 14 15
Date
Lesson Plan 
O=Observed NO=Not Observed
O
NO
Evidence
CSTP Making Subject Matter Comprehensible to Students
TPE 1A Specific Pedagogical Skills for Subject
Matter Instruction
CSTP Assessing Students for Learning
TPE 2 Monitoring Student Learning During
Instruction
TPE 3 Interpretation and Use of Assessments
CSTP Engaging and Supporting Students in Learning
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6A/TPE 6B Developmentally Appropriate
Teaching Practices – Grades K-3/4-8
TPE 6D Special Education
TPE 7 Teaching English Learners
CSTP Planning Instruction and Designing Learning Experiences for Students
TPE 8 Learning About Students
TPE 9 Instructional Planning
Co-Teaching Strategy ______________
CSTP Creating and Maintaining Effective Environments for Students
TPE 10 Instructional Time
TPE 11 Social Environment
Summary:
_____________________
Observers Signature:
Teacher Candidate Signature: _______ ________________________
197
198
Competencies for Literacy Development: Phase III
Field Study C: EHD 170 – Final Student Teaching
The following activities will be supervised, confirmed, and signed off by the EHD 170 instructor.
Description of Competency
Reading
1. For 3 students of varying achievement levels:
(a) Assess each student’s Phonics [Reference: LEE 177 materials] or Word Recognition abilities [Reference: LEE
173 materials];
(b) Assess each student’s text reading with Running Records [Reference LEE 177 materials] OR Informal
Reading Inventory [Reference: LEE 173 materials];
(c) Assess each student’s writing with a Writing Sample. [Reference: LEE 177 materials]
Based on your assessments show evidence of how this informed your regular instruction. Collect 2 or 3
examples of student work and identify within your lesson plans (focus students) where accommodations or
modifications were implemented
EHD 170 Supervisor Sign-off
Date
2. Plan for and teach a minimum of three weeks of Guided Reading lessons with all achievement groups of
students in the classroom. [Reference: LEE 177 materials]
EHD 170 Supervisor Sign-off
Date
3. Plan for and teach a minimum of 5 reading lessons using a Content Area textbook or an Informational Book.
For at least one lesson, as part of teaching Comprehension, model for and guide students to use Critical
Literacy by taking varying perspectives, questioning implied assumptions, juxtaposing, or problematizing.
[References: LEE 173 & 177 materials]
EHD 170 Supervisor Sign-off
Date
Writing
4. Plan and teach two lessons on Story Structure or Poetic Structure. [Reference: LEE 177 materials]
EHD 170 Supervisor Sign-off
Date
5. Plan and teach two lessons on Expository Text Structure. [Reference: LEE 173 materials]
EHD 170 Supervisor Sign-off
Date
6. Implement Writing Workshop to provide students with a minimum of three opportunities to engage in the
five stages of the Writing Process. [References: LEE 173 & 177 materials]
EHD 170 Supervisor Sign-off
Date
199
Literacy with Technology
7. Plan and teach a lesson using technology to support literacy development. [References: CI 175 & LEE 177
materials]
EHD 170 Supervisor Sign-off
Date
8. Regularly provide options for students to use technology for completing student work and/or assignments.
[Reference: CI 175]
EHD 170 Supervisor Sign-off
Date
200
Section X:
SPED 175 Final Practicum Mild/Moderate
201
202
SPED 175 Syllabus
Final Practicum in Mild/Moderate Disabilities
Prerequisites
All required coursework for credential must be completed (through Semester 2 [SPED-only] or 3 [Dual]).
Concurrent enrollment in SPED 246, SPED 219, and SPED 233 required, or Program Coordinator
permission.
Course Description
Supervised full-day, semester-long teaching experience in mild/moderate or moderate/severe setting.
Requires a minimum of 350 hours in the classroom. At least four weeks must be consecutive full-day
experience that includes teaching and other related duties. Teacher candidates are required to
demonstrate competency in planning, assessment and instructional tasks required of effective special
educators while steadily increasing their classroom responsibilities.
Required Texts and Instructional Materials:
Special Education Student Teaching Handbook will be on Blackboard.
California State University, Fresno e-mail account (The University provides free email accounts to all
students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html.
Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.)
In final practicum, teacher candidates are expected to
1. Exhibit intellectual integrity and sustain open discussion of ideas
2. Maintain student records appropriately and confidentially
3. Interact with students and their families in ways that demonstrate respect for the individual and
models respect for culture, religion, gender, and lifestyle orientation of students and their families
4. Accurately reflect on and evaluate own practice, accept and consider constructive criticism and
professional advice
5. Use a variety of non-biased, standardized and non-standardized techniques, instruments and
processes that are functional, curriculum-referenced, performance-based, and appropriate to the
diverse needs of individual students to
• assess developmental, academic, behavioral, social, communication, vocational and
community life skills needs of students
• assess outcomes of instruction
• communicate student functioning to others
• collaboratively develop individualized educational plans
• write IEPs following team meetings
• develop instructional strategies
6. Demonstrate program competencies in field settings that include students from
culturally/ethnically/linguistically diverse backgrounds
7. Develop and maintain a learning environment that is conducive to student learning and promotes
positive student behavior, accommodates diverse physical, emotional, cultural and linguistic
needs of students
8. Plan, implement and manage daily classroom routines and instructional time to reflect maximum
use of instructional time and effective teaching strategies for the population and setting
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9. Participate in collaborative relationships with cooperating or mentor teacher, other school faculty
and staff, related service delivery personnel, and families demonstrating appropriate
communication, problem solving, and responsibility
10. Demonstrate ability to guide and facilitate work of paraprofessionals, peer tutors, interpreters,
and volunteers within the context of the learning environment
11. Plan and implement series of effective well-sequenced lessons that reflect knowledge of students'
culture/language/ethnic background and abilities
12. Utilize appropriate technology for instruction and assessment
13. Maintain appropriate classroom management with behavioral supports that are positive,
proactive and respectful
14. Use functional analysis to design and implement positive behavioral support plans
15. Use information about individual student characteristics to select appropriate instructional goals,
strategies, and techniques
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.
Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9)
1. Education Specialist candidates instruct students in the core academic curriculum at the grade
levels and in the service delivery modes of their legal assignment.
2. Education Specialists deliver a comprehensive program of systematic instruction with
accommodations and adaptations in the academic subjects of their assignment.
Monitoring Student Learning During Instruction (TPE 2)
1. Education Specialist candidates use progress monitoring at key points during instruction to
determine whether students are progressing adequately toward achieving the frameworks and
state-adopted academic content standards for students based on their students’ Individualized
Education Programs (IEP).
2. Education Specialist candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and examining student work
and products.
3. Education Specialist candidates anticipate, check for, and address common student
misconceptions and misunderstandings.
Interpretation and Use of Assessments (TPE 3) (PS 5)
1. Education Specialist candidates will demonstrate their ability to use formative, and summative
evaluations such as work samples, observations, portfolios, curriculum-based assessments.
2. Education Specialist candidates make appropriate educational decisions on the basis of a variety
of non-biased standardized and non-standardized techniques, instruments and processes that
are standards-based, curriculum-based, and appropriate to the diverse needs of individual
students in varied learning environments, including the general education classroom.
3. Education Specialist candidates acquire the ability to assess students with mild/moderate
204
disabilities on CA Frameworks, core curriculum and content standards.
Making Content Accessible (TPE 4) (PS 3, 6, 8, 13)
1. Education Specialist candidates demonstrate the ability to participate in the development and
implementation of IEP instructional goals aligned with the California content standards to the
effective inclusion in the general education core curriculum with the use of appropriate
adaptations and modifications, instructional materials, supports and classroom procedures.
2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that
students with mild/moderate disabilities have access to all content areas standards
3. Education Specialist candidates demonstrate the use of supplementary materials that wrap
around the core content standards of language arts and mathematics
4. Education Specialist candidates demonstrate the ability to use computer-based technology to
facilitate the teaching and learning process, including assistive technology to facilitate
communication, curriculum access, and skill development of students with mild/moderate
disabilities.
Student Engagement (TPE 5) (PS 7, 12)
1. Education Specialist Candidates develop strategies that will allow students to foster their
independence, practice self-determination and engage in pragmatic interaction skills.
2. Education Specialists demonstrate the ability to provide students with opportunities to engage in
academic and social pursuits based on the student’s developmental and functioning levels.
3. Education Specialists demonstrate the ability to teach and facilitate the development of
communication skills, which promote choice making, independence and self-advocacy.
4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures,
such as peer-mediated, small and whole group, and independent structures to facilitate active
participation and learning of diverse groups of learners in general education and special
education settings
Developmentally Appropriate Teaching Practices (TPE 6) (PS 11)
1. Education Specialist candidates demonstrate the ability to set student expectations based on
their knowledge of typical and atypical development.
2. Education Specialist candidates develop and implement behavior support plans and
accommodations that promote successful inclusion for students with disabilities within the
general education setting, as well as plans that are specific for age appropriateness and severity
of the disability.
Teaching English Learners (TPE 7) (PS 10, 12, 13)
1. Education Specialist candidates apply pedagogical theories, principles and practices for the
development of academic language, comprehension and knowledge in the subjects of the core
curriculum.
2. Education Specialist candidates use systematic instructional strategies, including contextualizing
key concepts, to make grade-appropriate or advanced curriculum content comprehensible to
English learners.
3. Education Specialist candidates allow students to express meaning in a variety of ways, including
in their first language, and, if available, manage first language support such as paraeducators,
peers, and books. They use questioning strategies that model or represent familiar English
205
grammatical constructions. They make learning strategies explicit.
Learning About Students (TPE 8) (PS 12, 13)
1. Education Specialist candidates use formal and informal methods to assess student’s prior
mastery of academic language abilities, content knowledge, and skills to maximize learning
opportunities for all students.
2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.
Instructional Planning (TPE 9) (PS 3, 13)
1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject
matter to be taught and in accordance with state-adopted academic content standards for
students.
2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching
practices that promote the achievement of student outcomes.
3. Education Specialist candidates use student outcome data to systematically adapt and modify
instruction and learning environments based on specific learning disabilities and other
handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP
objectives in academic, social skill, behavioral, career/transition, and personal and community
domains.
Instructional Time (TPE 10)
1. Education Specialist candidates allocate instructional time to maximize student achievement in
relation to state-adopted academic content standards for students, instructional goals and
scheduled academic tasks.
2. Education Specialist candidates establish procedures for routine tasks and manage transitions to
maximize instructional time.
3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate
effectively with other special education service providers, general education teachers,
paraprofessionals/instructional assistants, and volunteers for useful instructional activities.
Social Environment (TPE 11) (PS 12)
1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies,
including methods for promoting positive behavioral and social skills for building constructive
relationships between all students.
2. Education Specialist candidates work collaboratively with general education teachers and other
professionals to provide effective positive behavior support in a variety of educational settings.
3. Education Specialist candidates demonstrate abilities to work across programs with the IEP team
to design, implement, evaluate, and modify behavior plans that are individualized, proactive,
comprehensive, and based on thorough functional analyses.
Professional, Legal, and Ethical Obligations (TPE 12) (PS 2)
1. Education Specialist candidates manage their professional time spent in teaching responsibilities
to ensure that academic goals are met.
2. Education Specialist candidates understand and honor legal and professional obligations to
protect the privacy, health, and safety of students, families, and other school professionals
Professional Growth (TPE 13) (PS 4)
206
1. Education Specialist candidates evaluate their own teaching practices and subject matter
knowledge in light of information about the state-adopted academic content standards for
students and student learning.
2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of
planning, teaching, reflecting, discerning problems, and applying new strategies.
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are
dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
207
Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher
Candidate model exemplary professional and ethical behavior at all times. Professional behavior
includes not receiving and or making cell phone calls or texting during class time. Facebook or similar
online forms of communication should be kept professional – never post information about students or
the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of
Student Records in the Student Teacher Handbook can serve as a guide.
Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance
is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do
not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
University Policies
Available for review on the following website:
http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm
Course Requirements
Teacher candidates will be assessed through written work, but the majority of assessment will be
performance based. These performance-based activities will verify the application of theory and
research in making instructional decisions and improving pedagogical practices in the candidates’
assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent
courses to complete assignments in your assigned field placement.
Evaluation
1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum
of two formal evaluations of your teaching and implementation of other duties during the
semester and complete the appropriate forms. (Cooperating teacher applies only to those
students who are not teaching in their own classrooms [i.e., Interns.)
2. University Supervisor Observations: Your university supervisor will visit the practicum site
approximately one time every two weeks (a minimum of six visits). There will be four scheduled
formal observations in which candidates are required to provide a full lesson plan (format
provided by university supervisor) and two required informal observations. Candidates should
expect supervisors to make some random visits. Lesson plans (Plan Book) should always be
available to supervisors when they visit. Candidates are required to call their university
supervisor if they are going to be off campus or absent from school on any day. The supervisor
will provide written feedback on documentation of competencies after each visit. Observation
requirements are outlined below.
3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will
provide credible evidence of their ability to facilitate learning by meeting the Teaching
Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process
Standards that have been identified by research and best practice as fundamental to improving
student learning. The Teaching Performance Expectations (TPEs) being evaluated include the
addendums for candidates seeking the Education Specialist Credential in Mild/Moderate
Disabilities. Requirements can be found in the Practicum Packet.
208
4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating
Teacher observations will be based upon the CSTPs.
GRADING POLICY FOR FINAL PRACTICUM
Candidates must receive a grade of A or B as a result of their performance in their classrooms and
documentation of the required standards. The cooperating teacher and university supervisor jointly
confer with the candidate and complete the appropriate forms designed for evaluation of SPED 175.
There is a mid-term progress report and a final report done in a three-way conference with cooperating
teacher, student teacher, and university supervisor.
Grading for SPED 175 will be as follows:
Assignments/Requirements
Points
General Portfolio Requirements
Additional Portfolio Requirements
252 points
14 points
Midterm Evaluation
30 points
A = 27-30
B = 24-36
Final Evaluation
30 points
A = 27-30
B = 24-36
Total Points Possible
326 points
Notes
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 132. If
the candidate shows insufficient progress in an
area, please complete a Plan of Assistance.
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 132. If
the candidate continues to show insufficient
progress, then the Candidate will need to
complete a Special Considerations form, which
will be reviewed by the Special Considerations
committee, in order to determine whether or
not s/he will be able to proceed with Final
Practicum.
293 - 326 = A
260 – 292 = B
Teacher candidates may petition the faculty to retake a course. The student may be allowed an
additional field experience based on the circumstances and the assessment of the individual’s potential
for success. This decision is made in consultation with the members of the Kremen School of Education
and Human Development Admissions and Standards Committee.
CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up
to 16 semester units of undergraduate coursework at California State University, Fresno. Post
baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major,
(3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade
substitution on the same basis as undergraduates provided the original course was completed when the
student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent
grade is the same or higher, the new grade will be substituted for the original grade. Only the
substituted grade will be used in determining the student's grade point average. Grade substitution can
be made no more than two times for an individual course. If the original grade was C, CR, or better, the
course cannot be repeated for grade substitution.
209
Joint Assessment Process by Cooperating/Master Teachers/University Supervisors
Cooperating Teachers and University Supervisors have an important collaborative role in the teacher
education program. Roles and responsibilities will be discussed by both parties early in the semester at
the school site orientation meetings. At the end of the semester (or while in progress, if deemed
necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of
each together and discuss those that may have been done differently; talk about any concerns; and
provide suggestions for each other. If there are serious discrepancies between the two parties in terms
of how they view each other’s performance and support, it is encouraged that the school
principal/school-site management team and/or the Kremen School of Education and Human
Development Director of Professional Field Experiences be notified (559-278-0257). It is always the
intention that concerns be resolved as soon as possible. The final grade is the responsibility of the
University Supervisor.
Recommended Week-By-Week Course Schedule
*Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of
requirements
Seminars
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Finals
Attend, as scheduled, throughout the semester
Orientation/Meet with Supervisor/Master Teacher
Complete Students in Context: Class Profile Forms
Formal Observation 1 - Supervisor
Formal Observation 1 – Master Teacher
Formal Observation 2 - Supervisor
Formal Observation 3 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Formal Observation 4 - Supervisor
Midterm Evaluation
Formal Observation 2 – Master Teacher
Formal Observation 5 - Supervisor
Formal Observation 6 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Final Evaluation
Supervisors – submit copies of all formal observations, midterm and final evaluations, and student
dispositions
Assignments
General Portfolio Requirements:
 Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your
Supervisor and Cooperating Teacher.
 Copies of Lesson Reflections: These may be included at the end of your lesson plans.
 Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor
and Cooperating Teacher observations and feedback forms.
210
Additional Portfolio Requirements
 Special Education Cover Letter and Resume
 Special Education Philosophy Statement
 Special Education Resources
o Teachers
o Parents/Families
o Students
 Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies.
You are required to teach co-taught lessons using each strategy described in the table. Lessons
may be co-taught with your Master/Cooperating teacher, General Education teacher,
Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught
lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and
reflections for each strategy (5).
 Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to
participate in activities and meetings at your school site, as appropriate. Please collaborate with
your Cooperating Teacher and Supervisor to arrange your attendance at meetings.
 Examples of communication regarding student progress (e.g., progress notes home,
parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress
reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep
examples of communication with teachers, parents, and other colleagues.
 Candidate Dispositions Form – Complete Candidate Dispositions form and submit to supervisor
Signature Course Assignments:
 Include signature assignments from courses in which you are concurrently or were previously
enrolled.
 Descriptions and requirements for each assignment will be provided in class. Grades will be
assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions
made. It is expected that the artifacts presented in your portfolio represent your best work;
revisions demonstrate growth and depth of understanding.
211
Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO
STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter
Instruction
 TPE 1A: Subject-specific Pedagogical Skills for
Multiple Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1
Demonstrating knowledge of subject matter, academic-content standards, and curriculum
frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding
of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable
access to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student
learning
5.7 Using assessment information to share timely and comprehensible feedback with students and
their families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6
Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background,
and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student
learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.1
Promoting social development and responsibility within a caring community where each student
is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect
diversity, and encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure
a climate in which all students can learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth
and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and
student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
212
Practicum Completion Checklist/Evaluation – SPED 175
General Portfolio Requirements

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and
Cooperating Teacher.

Copies of Lesson Reflections: These may be included at the end of your lesson plans.

Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating
Teacher observations and feedback forms.
Lesson Plans and Reflections
TPEs
Completion
Score
Co-Taught Lesson 1
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______/42
Co-Taught Lesson 2
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______/ 42
Intervention Lesson
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______/ 42
Explicit Instruction Lesson
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______/ 42
Assessment
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______/ 42
Video Lesson/Other
KWO
Lesson Reflection
Short-Term Goal(s)
MT Observation 1
KWO
Lesson Reflection
1-13
12, 13
12, 13
12, 13
1-13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
Date observed:
Complete
Complete
______/ 42
MT Observation 2
KWO
Lesson Reflection
1-13
12, 13
12, 13
Date observed:
Complete
Complete
Two-Week Lesson Plans (can be for lessons
you teach as part of your Teaching Sample
Project: Intervention Plan [SPED 246];
reviewed with supervisor)
1 - 13
Complete
Points earned/Points possible: _______/252
Comments:
213
Evaluation Key:
 2 | Met: Teacher candidate successfully demonstrates knowledge and skill related to the TPE.
 1 | Partially Met: Teacher candidate is demonstrating growth/progress toward the TPE. Please
provide ‘Written Comments’ below.
o 2 | Met with Revisions: Teacher candidate has successfully demonstrated knowledge and
skills related to the TPE after remediation.
 0 | Not Met: Teacher candidate has demonstrated minimal or no progress toward TPE. Complete
a Plan of Assistance.
o 2 | Met with completed Plan of Assistance: Teacher candidate has successfully
demonstrated knowledge and skills related to the TPE after completing requirements of
Plan of Assistance.
Additional Portfolio Requirements
TPEs
Special Education Cover Letter
Special Education Philosophy Statement
Special Education Resume
Special Education Resources
 Teachers
 Parents/Families
 Students
Co-Teaching Observations & Reflections (See next page)
Participation in Grade-Level, Parent-Teacher, SST, etc. meetings
Examples of communication regarding student progress (e.g.,
progress notes home, parent/guardian contact log, conferences,
notes/emails to colleagues, report cards, progress reports, event
flyers, newsletters, etc. Use home language as needed).
Candidate Disposition Form
Student Self-Reflection (Mid-semester)
Student Self-Reflection (Final)
Score
(see key above)
13
12, 13
12, 13
9, 10
8, 10
6, 7, 8
4, 5, 9, 10, 13
10, 12, 13
3, 7, 10 - 13
12, 13
12, 13
Complete
Complete
Complete
Points earned/Points Possible: _______/14
Comments:
214
Signature Course Assignments to Date (including current semester)
Include signature assignments from courses in which you are concurrently or were previously enrolled.
Course
Assignment
TPEs
Assignment Grade
SPED 246
Special Education Teaching Sample Project:
1 - 13
Intervention Plan
SPED 246
Individualized Education Plan (including mock 3, 4, 6, 8 - 13
IEP meeting)
SPED 219
Instructional Assistant Training and
9 - 11
Management Plan: Part 1
SPED 219
Final Project
3, 6, 8-12
SPED 233
Research Design Paper or Action Research
3, 4, 6 – 9, 12, 13
Design
Descriptions and requirements for each assignment in the table above will be provided in class. Grades
will be assigned by the instructor for each course. For each assignment, write the grade earned in the last
column of the table and include a scored copy in your portfolio, along with any revisions made. It is
expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate
growth and depth of understanding.
215
Co-Teaching Requirements
Preliminary Education Specialist Credential | Mild/Moderate
The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using
each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General
Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections
for each strategy (5).
Co-Teaching Strategies
Strategy
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
Observation Date
Supervisor Signature
Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the
students in the classroom.
Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher
Quality Enhancement Grant
216
Students in Context: Class Profile
Grade Level: _____
Student’s
Initial
English Learner:
Level, Primary
Language other
than English
Age Range: _____
Special Needs
IEP, 504, Medical,
GATE
Males: _____ Females: _____
Additional Individual Descriptors for Instructional Planning:
Anecdotal records/notes about academic progress, reading level, strengths,
interests, motivational strategies, learning preferences, etc.
217
Reflection: How does the information about individual students provided in the class profile aid in designing and
delivering instruction?
Physical Arrangement of the Classroom
Classroom Rules/Management
Attendance Procedures
218
Dress Code
School Schedule
Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking
and answering questions.
219
Daily Instructional Block Plan
Date: ___________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
220
K-W-O Chart
DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on
your current practice and indicate:
1. What I know about my instructional practice
2. What I want to know about my instructional practice
3. What I would like my supervisor or cooperating teacher to observe
K-W-O Chart
What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and
procedures in my class, etc.)
What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs
of my EL students, etc.)
What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design
meets the needs of my EL students, etc.)
Adapted from: http://ca-btsainduction.org/fact/modules/assessment
221
Lesson Plan Template
Name:
Date of Lesson:
Grade Level(s):
Title/Lesson Topic:
Subject/Content Area:
Duration:
Unit Description:
Lesson Description (in student-friendly
language):
State Standards:
Co-Teaching Strategy (optional)
Goals
Unit Goals (expected outcomes for unit in
observable/measurable terms):
Lesson Goals (expected outcomes for lesson
in observable/measurable terms):
Vocabulary
Word
Student-Friendly Definition
Materials
222
Methods
Anticipatory Set:
Introduce and Model New Knowledge
Provide Guided/Collaborative Practice
Provide Independent Practice:
Closure (review what was learned)
Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s)
[What’s the criteria?)?
Formative/Ongoing Assessment:
Summative/End Of Lesson Assessment:
Classroom/Behavior Management Strategies
Supports for students with disabilities and/or English Learners
Student’s disability or diversity
Support (including accommodations or modifications)
Reflection
What went well? (strengths/successes of lesson)
Were all students successful? Did they meet your learning
objective(s)? How do you know?
Were the supports you provided for students appropriate?
Did they improve access to the content and activities? How
do you know?
What areas of the lesson need improvement? What might
you do differently if you were to teach this lesson again?
What did you learn from teaching this lesson?
Additional Comments:
223
Name_______________________________
Date(s)_________________________
SPED Lesson Plan Rubric
*Scores will be based on written lesson plan and on lesson delivery
SCORING KEY:
3 - Achieved: performed successfully
2 - Developing: showing growth, evolving
1 - Beginning: initial stage, needs more time to develop skills
1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards
3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s)
cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the
particular group of students and the curriculum.
2- Something is missing.
1-Very limited in scope, needs significant improvement.
Score
2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format)
3-The expected outcomes are appropriate for this group and are written in measurable, observable terms.
The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were
considered.
2-Further explanation may be needed.
1-The expected outcomes may be inappropriate for this group of students. The outcomes are not
measurable or observable.
Score
3. Vocabulary
3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of
English learners and students with special needs are addressed.
2-Some element is missing or needs further explanation.
1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.
Score
4. Materials
3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine
if there are needs that may not be addressed by the program materials. There is excellent match between
goals/objectives, worksheets and activities.
2-Materials list appears incomplete.
1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.
Score
5. Methods
5a. Anticipatory Set
3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review
of previous learning that is important to the understanding of the current lesson. The set may tap prior
knowledge or experience. The students must be told why this lesson is important as appropriate to their
developmental level. The written explanation is clear and detailed.
2-The set could be improved with further reflection and input from other professionals.
1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed
and/or discussed with other professionals.
5b. Introduce and Model New Knowledge (with Timelines)
3-A detailed outline of the procedures/input the students will experience is provided. Evidence of
differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided.
The lesson ends with a review and may preview the next lesson.
2-A detailed outline may be provided, but estimated times are missing.
1-The outline is lacking detail.
Score
Score
224
5c. Provide Guided Practice
3-During the lesson the students receive differentiated practice with the concept under the thoughtful
guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice
the concept with the teacher nearby to give feedback. The written description is complete.
2-The description is incomplete in some aspect.
1-Very minimal explanation or use of guided practice.
Score
5d. Provide Independent Practice
3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e.,
differentiated)
2-The independent practice is incomplete in some way.
1-The independent practice is incompatible with the remainder of the lesson.
Score
5e. Provide Closure
3-.Closure is aligned explicitly with the lesson
2-The closure is incomplete in some way.
1-The closure is incompatible with the remainder of the lesson or is missing.
Score
6. Assessment
3-The assessments reflect explicit alignment to the lesson and is appropriate for assessing the goals of the
lesson; formative and summative assessments are noted.
2-Further explanation is needed.
1-The assessments used need to be improved.
Score
7. Classroom/Behavior Management Strategies
3-The classroom and behavior management system is described in detail and is appropriate for this group of
students.
2-The classroom and behavior management system is described but may need more details or the
management system may need to be modified for this group of students.
1-The description is minimal. A complete understanding of the importance of a management system may be
lacking.
Score
8. Supports for Students with Disabilities and/or English Learners
3-All elements of the requested information have been addressed demonstrating a strong knowledge base;
accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet
student needs for support.
2-Something is missing or lacks detail.
1-The information provided is significantly incomplete or there is a mismatch between the support provided
and actual student needs.
Score
9. Lesson Reflection
3-The written responses to the questions are complete and demonstrate a high level of self-reflection.
2-Some improvement is needed.
1-There is minimal response to the requested questions and a minimal understanding of the reflective
process.
Score
10. Spelling/Grammar
3-The lesson plan is written with few or no spelling/grammar errors.
2-Spelling/Grammar could improve.
1-Several spelling/grammar errors are evident.
Score
Total _______/42
225
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum Observation Feedback Form
Teacher Candidate Name: __________________________________ Date: ____________________
School: ____________________________________________________________________________
Evaluation completed by:
__
Master Teacher: ________________________________
OR
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California
Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for
Exceptional Children.
Summary of Candidate’s strengths:
Areas to be developed:
Teacher Candidate Signature: ___________________________________________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
226
1. Engaging and Supporting All Students in Learning
Notes/Comments
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design.
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
2. Creating and Maintaining An Effective Environment for Students
Notes/Comments
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional settings.
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
Notes/Comments
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
227
4. Planning Instruction and Designing Learning Experiences for All Students
Notes/Comments
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
5. Assessing Student Learning
Notes/Comments
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
6. Developing As A Professional Educator
Notes/Comments
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
228
229
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum In Mild/Moderate Disabilities
Midterm and Final Evaluation |SPED 171/172/175/176
Spring _______ Fall ________
20 ______
Midterm (date) ______
Final (date) _____
Teacher Candidate__________________________________________
School_____________________________
Grade Level ______ES ______MS _____HS
District ______________________________
Evaluation completed by:
OR
Class Designation ____________________
__
Master Teacher: ________________________________
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for
the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children.
*Please complete midterm evaluation in blue ink and final evaluation in black ink.
Please rate candidates on each of the items below using the following key:
NA = Not
1 = Insufficient
2 = Beginning:
3 = Developing:
Applicable
Evidence/Not
needs more time
showing growth,
Met
to develop skills
evolving
1. Engage and Supporting All Students in Learning
4 = Achieved:
exceptional
performance
NA
1
2
3
4
1
2
3
4
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
Average score (1)
2. Creating and Maintaining An Effective Environment for Students
NA
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural and linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom procedures and routines that support student learning.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional setting,
Average score (2)
230
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
Average score (3)
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
Average score (4)
5. Assessing Student Learning
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
Average score (5)
6. Developing As A Professional Educator
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
Average score (6)
231
7. Other Professional Competencies
C6.1 Takes initiative
C6.2 Handles information about children, peers, families, colleagues and supervisors ethically.
C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor.
C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.)
C6.5 Respects the attitudes and opinions of others.
C6.6 Has attended a professional conference, in-service, or meeting.
TOTAL (7)
Midterm
No = 0
Final
Average (1)
Average (1)
Average (2)
Average (2)
Average (3)
Average (3)
Average (4)
Average (4)
Average (5)
Average (5)
Average (6)
Average (6)
Total (7)
Total (7)
Sum of above: _____ /30
Sum of above: _____ /30
A = 27-30
B = 24-36
Yes = 1
A = 27-30
B = 24-36
232
Summary of Candidate’s strengths:
Areas to be developed:
Evaluation completed by:
University Supervisor Signature ____________________________
--or-Master Teacher Signature
____________________________
Date ______
Date ______
I have reviewed this evaluation with my University Supervisor
_______ I accept this evaluation or,
________ I wish to submit an addendum.
Student Signature _______________________________________
Date __________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
233
234
Short-Term Goal Planning Form
Following each of your 4 formal observations, complete the following form with your supervisor and/or
Cooperating Teacher. Determine 3 short-term goals to work toward between each observation.
Name ___________________________Supervisor _________________________Initial Practicum:
School: __________________________Cooperating Teacher ________________Final Practicum:
Date
Short-Term Goals (based on reflection and
supervisor feedback)
1.
Complete
SPED 171
SPED 175
SPED 172
SPED 176
Comments
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
235
Student Self-Reflection
This form is to be completed at the Midterm and Final Evaluation.
Name _____________________________Supervisor ________________________________
SPED 171
SPED 175
SPED 172
SPED 176
School: ____________________________ Cooperating Teacher ______________________
Midterm
Final
Strengths
Focus Areas
Mid-Semester Meeting
1)
Final Meeting
1)
2)
2)
3)
3)
1)
1)
2)
2)
3)
3)
Meeting Date
Optional: Additional experiences I would like to have:
236
Section XI:
SPED 176 Final Practicum Moderate/Severe
237
238
SPED 176 Syllabus
Final Practicum in Moderate/Severe Disabilities
Prerequisites
All required coursework for credential must be completed (through Semester 2 [SPED-only] or 3 [Dual]).
Concurrent enrollment in SPED 247, SPED 219, and SPED 233 required, or Program Coordinator
permission.
Course Description
Supervised full-day, semester-long teaching experience in mild/moderate or moderate/severe setting.
Requires a minimum of 350 hours in the classroom. At least four weeks must be consecutive full-day
experience that includes teaching and other related duties. Teacher candidates are required to
demonstrate competency in planning, assessment and instructional tasks required of effective special
educators while steadily increasing their classroom responsibilities.
Required Texts and Instructional Materials:
Special Education Student Teaching Handbook will be on Blackboard.
California State University, Fresno e-mail account (The University provides free email accounts to all
students. Students may sign up for email online at https://zimmer.csufresno.edu/csuf/index.html.
Internet accounts are available for a modest fee at http://www.fresno.com/cvonline/cvip.html.)
In final practicum, teacher candidates are expected to
1. Exhibit intellectual integrity and sustain open discussion of ideas
2. Maintain student records appropriately and confidentially
3. Interact with students and their families in ways that demonstrate respect for the individual and
models respect for culture, religion, gender, and lifestyle orientation of students and their families
4. Accurately reflect on and evaluate own practice, accept and consider constructive criticism and
professional advice
5. Use a variety of non-biased, standardized and non-standardized techniques, instruments and
processes that are functional, curriculum-referenced, performance-based, and appropriate to the
diverse needs of individual students to
• assess developmental, academic, behavioral, social, communication, vocational and
community life skills needs of students
• assess outcomes of instruction
• communicate student functioning to others
• collaboratively develop individualized educational plans
• write IEPs following team meetings
• develop instructional strategies
6. Demonstrate program competencies in field settings that include students from
culturally/ethnically/linguistically diverse backgrounds
7. Develop and maintain a learning environment that is conducive to student learning and promotes
positive student behavior, accommodates diverse physical, emotional, cultural and linguistic
needs of students
8. Plan, implement and manage daily classroom routines and instructional time to reflect maximum
use of instructional time and effective teaching strategies for the population and setting
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9. Participate in collaborative relationships with cooperating or mentor teacher, other school faculty
and staff, related service delivery personnel, and families demonstrating appropriate
communication, problem solving, and responsibility
10. Demonstrate ability to guide and facilitate work of paraprofessionals, peer tutors, interpreters,
and volunteers within the context of the learning environment
11. Plan and implement series of effective well-sequenced lessons that reflect knowledge of students'
culture/language/ethnic background and abilities
12. Utilize appropriate technology for instruction and assessment
13. Maintain appropriate classroom management with behavioral supports that are positive,
proactive and respectful
14. Use functional analysis to design and implement positive behavioral support plans
15. Use information about individual student characteristics to select appropriate instructional goals,
strategies, and techniques
Primary Learning Outcomes
The learning outcomes are aligned with the Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs adopted by the California Commission on Teacher Credentialing (CCTC),
Teaching Performance Expectations (TPE), the National Council for Accreditation of Teacher Education
(NCATE) Standards, and the KSOEHD Dispositions: Reflection, Critical Thinking, Professional Ethics,
Valuing Diversity, Collaboration, Life-Long Learning.
Specific Pedagogical Skills for Subject Matter Instruction (TPE 1) (PS 9)
1. Education Specialist candidates instruct students in the core academic curriculum at the grade
levels and in the service delivery modes of their legal assignment.
2. Education Specialists deliver a comprehensive program of systematic instruction with
accommodations and adaptations in the academic subjects of their assignment.
Monitoring Student Learning During Instruction (TPE 2)
1. Education Specialist candidates use progress monitoring at key points during instruction to
determine whether students are progressing adequately toward achieving the frameworks and
state-adopted academic content standards for students based on their students’ Individualized
Education Programs (IEP).
2. Education Specialist candidates pace instruction and re-teach content based on evidence
gathered using assessment strategies such as questioning students and examining student work
and products.
3. Education Specialist candidates anticipate, check for, and address common student
misconceptions and misunderstandings.
Interpretation and Use of Assessments (TPE 3) (PS 5)
1. Education Specialist candidates will demonstrate their ability to use formative, and summative
evaluations such as work samples, observations, portfolios, curriculum-based assessments.
2. Education Specialist candidates make appropriate educational decisions on the basis of a variety
of non-biased standardized and non-standardized techniques, instruments and processes that
are standards-based, curriculum-based, and appropriate to the diverse needs of individual
students in varied learning environments, including the general education classroom.
3. Education Specialist candidates acquire the ability to assess students with mild/moderate
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disabilities on CA Frameworks, core curriculum and content standards.
Making Content Accessible (TPE 4) (PS 3, 6, 8, 13)
1. Education Specialist candidates demonstrate the ability to participate in the development and
implementation of IEP instructional goals aligned with the California content standards to the
effective inclusion in the general education core curriculum with the use of appropriate
adaptations and modifications, instructional materials, supports and classroom procedures.
2. Education Specialist candidates demonstrate the ability to adapt curriculum to ensure that
students with mild/moderate disabilities have access to all content areas standards
3. Education Specialist candidates demonstrate the use of supplementary materials that wrap
around the core content standards of language arts and mathematics
4. Education Specialist candidates demonstrate the ability to use computer-based technology to
facilitate the teaching and learning process, including assistive technology to facilitate
communication, curriculum access, and skill development of students with mild/moderate
disabilities.
Student Engagement (TPE 5) (PS 7, 12)
1. Education Specialist Candidates develop strategies that will allow students to foster their
independence, practice self-determination and engage in pragmatic interaction skills.
2. Education Specialists demonstrate the ability to provide students with opportunities to engage in
academic and social pursuits based on the student’s developmental and functioning levels.
3. Education Specialists demonstrate the ability to teach and facilitate the development of
communication skills, which promote choice making, independence and self-advocacy.
4. Education Specialist candidates demonstrate the ability to use a variety of grouping structures,
such as peer-mediated, small and whole group, and independent structures to facilitate active
participation and learning of diverse groups of learners in general education and special
education settings
Developmentally Appropriate Teaching Practices (TPE 6) (PS 11)
1. Education Specialist candidates demonstrate the ability to set student expectations based on
their knowledge of typical and atypical development.
2. Education Specialist candidates develop and implement behavior support plans and
accommodations that promote successful inclusion for students with disabilities within the
general education setting, as well as plans that are specific for age appropriateness and severity
of the disability.
Teaching English Learners (TPE 7) (PS 10, 12, 13)
1. Education Specialist candidates apply pedagogical theories, principles and practices for the
development of academic language, comprehension and knowledge in the subjects of the core
curriculum.
2. Education Specialist candidates use systematic instructional strategies, including contextualizing
key concepts, to make grade-appropriate or advanced curriculum content comprehensible to
English learners.
3. Education Specialist candidates allow students to express meaning in a variety of ways, including
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in their first language, and, if available, manage first language support such as paraeducators,
peers, and books. They use questioning strategies that model or represent familiar English
grammatical constructions. They make learning strategies explicit.
Learning About Students (TPE 8) (PS 12, 13)
1. Education Specialist candidates use formal and informal methods to assess student’s prior
mastery of academic language abilities, content knowledge, and skills to maximize learning
opportunities for all students.
2. Education Specialist candidates learn about student’s abilities, ideas, interests and aspirations.
Instructional Planning (TPE 9) (PS 3, 13)
1. Education Specialist candidates plan instruction that is comprehensive in relation to the subject
matter to be taught and in accordance with state-adopted academic content standards for
students.
2. Education specialist candidates demonstrate a variety of evidence-based and effective teaching
practices that promote the achievement of student outcomes.
3. Education Specialist candidates use student outcome data to systematically adapt and modify
instruction and learning environments based on specific learning disabilities and other
handicapping conditions. plan, modify, deliver and evaluate instruction based on IEP/ITP
objectives in academic, social skill, behavioral, career/transition, and personal and community
domains.
Instructional Time (TPE 10)
1. Education Specialist candidates allocate instructional time to maximize student achievement in
relation to state-adopted academic content standards for students, instructional goals and
scheduled academic tasks.
2. Education Specialist candidates establish procedures for routine tasks and manage transitions to
maximize instructional time.
3. Education Specialist candidates demonstrate the ability to coordinate, direct and communicate
effectively with other special education service providers, general education teachers,
paraprofessionals/instructional assistants, and volunteers for useful instructional activities.
Social Environment (TPE 11) (PS 12)
1. Education Specialist candidates demonstrate the ability to use a variety of effective strategies,
including methods for promoting positive behavioral and social skills for building constructive
relationships between all students.
2. Education Specialist candidates work collaboratively with general education teachers and other
professionals to provide effective positive behavior support in a variety of educational settings.
3. Education Specialist candidates demonstrate abilities to work across programs with the IEP team
to design, implement, evaluate, and modify behavior plans that are individualized, proactive,
comprehensive, and based on thorough functional analyses.
Professional, Legal, and Ethical Obligations (TPE 12) (PS 2)
1. Education Specialist candidates manage their professional time spent in teaching responsibilities
to ensure that academic goals are met.
2. Education Specialist candidates understand and honor legal and professional obligations to
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protect the privacy, health, and safety of students, families, and other school professionals
Professional Growth (TPE 13) (PS 4)
1. Education Specialist candidates evaluate their own teaching practices and subject matter
knowledge in light of information about the state-adopted academic content standards for
students and student learning.
2. Candidates improve their teaching practices by soliciting feedback and engaging in cycles of
planning, teaching, reflecting, discerning problems, and applying new strategies.
General Practicum Policies
Assignment completion: Course-related assignments may be drawn from students in your practicum
placement; however, additional time outside of required field placement hours will likely be necessary
to complete some of these assignments.
Absences: Regular attendance is imperative. Teacher Candidates are expected to arrive at the school on
time and to remain at the school for the full-designated period. Absences, leaving early, or tardiness are
dealt with on an individual basis. Teacher Candidates will be required to make-up time absent by
adding days to the field placement experience, which must be completed by the last day of finals
week and in agreement with the supervisor and master teacher. If a Teacher Candidate is going to be
absent, he or she must notify the University Supervisor, the school, and the School Site Partner/Master
Teacher by 7:30 AM on the day of their assigned class time. It may be necessary to have someone bring
materials and/or lesson plans to the classroom to be used in the Teacher Candidate’s absence. More
than 3 absences may result in a No Credit for the course. Extenuating circumstances must be discussed
with the supervisor, Field Placement Coordinator, and Program Coordinator.
Substitute Teaching: Prior to final student teaching, Teacher Candidates are not permitted to serve as
substitute teachers during any of the days they are on duty as student teachers. Teacher candidates may
substitute when not on duty as a student teacher. Extenuating circumstances (e.g., long-term substitute
opportunity) must be discussed with and approved by the supervisor, Field Placement Coordinator, and
Program Coordinator.
During final student teaching, Teacher Candidates can substitute for their Master Teachers when all
competencies have been met. This must be discussed with and approved by the supervisor, Field
Placement Coordinator, and Program Coordinator.
Outside commitments: Employment, coursework, or family and personal responsibilities cannot be
excuses for failing to meet the requirements of student teaching. Such interference may result in
student teachers having to withdraw from the experience or make the adjustments necessary in their
personal lives to fulfill the requirements of the program.
Retaking student teaching: Students who receive a ‘no credit’ grade in any student teaching course are
required to meet with the supervisor, Field Placement Coordinator, and Program Coordinator and
complete a Remediation plan. This plan will state the areas of concern, action (recommendations for
remediation), resources needed to support teacher candidate, and date to review progress/outcome.
(See Plan of Assistance form). The Teacher Candidate and University Supervisor must sign and date the
plan.
Students who receive a grade of ‘no credit’ for a second time will be dismissed from the program.
243
Professional Ethical Behavior: As a guest at the assigned school site, it is expected that the Teacher
Candidate model exemplary professional and ethical behavior at all times. Professional behavior
includes not receiving and or making cell phone calls or texting during class time. Facebook or similar
online forms of communication should be kept professional – never post information about students or
the school site at which you’re placed. The Teacher Candidate Code of Ethics and Confidentiality of
Student Records in the Student Teacher Handbook can serve as a guide.
Professional Dress: Teacher Candidate maintains a professional appearance. An appropriate appearance
is defined as clothing that models professionalism for students. Do not wear low rise pants, tops that do
not reach below the top of pants or plunge low, spaghetti straps, tube tops, halter tops, jeans, shorts, or
miniskirts. Attire that is revealing or detracts from the professional role of a teacher is unacceptable. Be
sure to meet school dress and safety codes. School dress codes may not allow the wearing of the Bulldog
insignia. A Teacher Candidate may be asked to leave their assignment if appearance is not appropriate
or a professional ethical demeanor is not maintained.
University Policies
Available for review on the following website:
http://www.csufresno.edu/academics/policies_forms/instruction/RequiredSyllabusPolicyStatemnts.htm
Course Requirements
Teacher candidates will be assessed through written work, but the majority of assessment will be
performance based. These performance-based activities will verify the application of theory and
research in making instructional decisions and improving pedagogical practices in the candidates’
assigned classroom. Candidates are asked to work in conjunction with your professors for concurrent
courses to complete assignments in your assigned field placement.
Evaluation
1. Cooperating teacher Observations: Your cooperating/Master teacher will complete a minimum
of two formal evaluations of your teaching and implementation of other duties during the
semester and complete the appropriate forms. (Cooperating teacher applies only to those
students who are not teaching in their own classrooms [i.e., Interns.)
2. University Supervisor Observations: Your university supervisor will visit the practicum site
approximately one time every two weeks (a minimum of six visits). There will be four scheduled
formal observations in which candidates are required to provide a full lesson plan (format
provided by university supervisor) and two required informal observations. Candidates should
expect supervisors to make some random visits. Lesson plans (Plan Book) should always be
available to supervisors when they visit. Candidates are required to call their university
supervisor if they are going to be off campus or absent from school on any day. The supervisor
will provide written feedback on documentation of competencies after each visit. Observation
requirements are outlined below.
3. Teacher Performance Expectations (TPEs): Throughout the semester, teacher candidates will
provide credible evidence of their ability to facilitate learning by meeting the Teaching
Performance Expectations (TPE) listed above. These TPEs are consistent with Teaching Process
Standards that have been identified by research and best practice as fundamental to improving
student learning. The Teaching Performance Expectations (TPEs) being evaluated include the
addendums for candidates seeking the Education Specialist Credential in Mild/Moderate
Disabilities. Requirements can be found in the Practicum Packet.
244
4. California Standards for the Teaching Profession (CSTPs): University Supervisor and Cooperating
Teacher observations will be based upon the CSTPs.
GRADING POLICY FOR FINAL PRACTICUM
Candidates must receive a grade of A or B as a result of their performance in their classrooms and
documentation of the required standards. The cooperating teacher and university supervisor jointly
confer with the candidate and complete the appropriate forms designed for evaluation of SPED 175.
There is a mid-term progress report and a final report done in a three-way conference with cooperating
teacher, student teacher, and university supervisor.
Grading for SPED 176 will be as follows:
Assignments/Requirements
Points
General Portfolio Requirements
Additional Portfolio Requirements
252 points
14 points
Midterm Evaluation
A = 27-30
B = 24-36
30 points
Final Evaluation
A = 27-30
B = 24-36
30 points
Total Points Possible
326 points
Notes
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 132. If
the candidate shows insufficient progress in an
area, please complete a Plan of Assistance.
*Candidates must average a “3” on all items
with no “1s”; with a minimum score of 132. If
the candidate continues to show insufficient
progress, then the Candidate will need to
complete a Special Considerations form, which
will be reviewed by the Special Considerations
committee, in order to determine whether or
not s/he will be able to proceed with Final
Practicum.
293 - 326 = A
260 – 292 = B
Teacher candidates may petition the faculty to retake a course. The student may be allowed an
additional field experience based on the circumstances and the assessment of the individual’s potential
for success. This decision is made in consultation with the members of the Kremen School of Education
and Human Development Admissions and Standards Committee.
CSUF Policy on Grade Substitution by Repetition of Courses. An undergraduate student may repeat up
to 16 semester units of undergraduate coursework at California State University, Fresno. Post
baccalaureate students pursuing (1) a second baccalaureate degree, (2) a second undergraduate major,
(3) a teaching credential, or (4) no specific objective, are also free to repeat a course and request grade
substitution on the same basis as undergraduates provided the original course was completed when the
student had post baccalaureate standing. If the original grade was D, F, WU, or IC, and the subsequent
grade is the same or higher, the new grade will be substituted for the original grade. Only the
substituted grade will be used in determining the student's grade point average. Grade substitution can
be made no more than two times for an individual course. If the original grade was C, CR, or better, the
course cannot be repeated for grade substitution.
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Joint Assessment Process by Cooperating/Master Teachers/University Supervisors
Cooperating Teachers and University Supervisors have an important collaborative role in the teacher
education program. Roles and responsibilities will be discussed by both parties early in the semester at
the school site orientation meetings. At the end of the semester (or while in progress, if deemed
necessary) the University Supervisor and Master Teacher will review the roles and responsibilities of
each together and discuss those that may have been done differently; talk about any concerns; and
provide suggestions for each other. If there are serious discrepancies between the two parties in terms
of how they view each other’s performance and support, it is encouraged that the school
principal/school-site management team and/or the Kremen School of Education and Human
Development Director of Professional Field Experiences be notified (559-278-0257). It is always the
intention that concerns be resolved as soon as possible. The final grade is the responsibility of the
University Supervisor.
Recommended Week-By-Week Course Schedule
*Consult with your supervisor for scheduling observations; see Practicum Checklist and Syllabus for detailed descriptions of
requirements
Seminars
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Finals
Attend, as scheduled, throughout the semester
Orientation/Meet with Supervisor/Master Teacher
Complete Students in Context: Class Profile Forms
Formal Observation 1 - Supervisor
Formal Observation 1 – Master Teacher
Formal Observation 2 - Supervisor
Formal Observation 3 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Formal Observation 4 - Supervisor
Midterm Evaluation
Formal Observation 2 – Master Teacher
Formal Observation 5 - Supervisor
Formal Observation 6 - Supervisor
Review Progress on “Additional Portfolio Requirements” and “Signature Course Assignments”
Final Evaluation
Supervisors – submit copies of all formal observations, midterm and final evaluations, and student
dispositions
Assignments
General Portfolio Requirements:
 Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your
Supervisor and Cooperating Teacher.
 Copies of Lesson Reflections: These may be included at the end of your lesson plans.
 Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor
and Cooperating Teacher observations and feedback forms.
246
Additional Portfolio Requirements
 Special Education Cover Letter and Resume
 Special Education Philosophy Statement
 Special Education Resources
o Teachers
o Parents/Families
o Students
 Co-teaching Observations and Reflections –The table below outlines 5 co-teaching strategies.
You are required to teach co-taught lessons using each strategy described in the table. Lessons
may be co-taught with your Master/Cooperating teacher, General Education teacher,
Instructional Assistant, or other personnel, as approved by your supervisor. Three co-taught
lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and
reflections for each strategy (5).
 Participation in Grade-Level, Parent-Teacher, SST, etc. Meetings – You are expected to
participate in activities and meetings at your school site, as appropriate. Please collaborate with
your Cooperating Teacher and Supervisor to arrange your attendance at meetings.
 Examples of communication regarding student progress (e.g., progress notes home,
parent/guardian contact log, conferences, notes/emails to colleagues, report cards, progress
reports, event flyers, newsletters, etc. Use home language as needed). – In your portfolio, keep
examples of communication with teachers, parents, and other colleagues.
 Candidate Dispositions Form – Complete Candidate Dispositions form and submit to supervisor
Signature Course Assignments:
 Include signature assignments from courses in which you are concurrently or were previously
enrolled.
 Descriptions and requirements for each assignment will be provided in class. Grades will be
assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions
made. It is expected that the artifacts presented in your portfolio represent your best work;
revisions demonstrate growth and depth of understanding.
247
Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTPs)
Comparison Chart
TPE
CSTP
MAKING SUBJECT MATTER COMPREHENSIBLE TO
STUDENTS
TPE 1: Specific Pedagogical Skills for Subject Matter
Instruction
 TPE 1A: Subject-specific Pedagogical Skills for
Multiple Subject Teaching Assignments
 TPE 1B: Subject-specific Pedagogical Skills for Single
Subject Teaching Assignments
ASSESSING STUDENT LEARNING
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and Use of Assessments
ENGAGING AND SUPPORTING STUDENTS IN LEARNING
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
 TPE 6A: Developmentally Appropriate Practices in
Grades K-3
 TPE 6B: Developmentally Appropriate Practices in
Grades 4-8
 TPE 6C: Developmentally Appropriate Practices in
Grades 9-12
TPE 7: Teaching English Learners
PLANNING INSTRUCTION AND DESIGNING LEARNING
EXPERIENCES FOR STUDENTS
TPE 8: Learning about Students
TPE 9: Instructional Planning
CREATING AND MAININGTAINING EFFECTIVE
ENVIRONMENTS FOR STUDENT LEARNING
TPE 10: Instructional Time
TPE 11: Social Environment
DEVELOPING AS A PROFESSIONAL EDUCATOR
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING (3)
3.1
Demonstrating knowledge of subject matter, academic-content standards, and curriculum
frameworks
3.2 Applying knowledge of student development and proficiencies to ensure student understanding
of subject matter
3.3 Organizing curriculum to facilitate student understanding of the subject matter
3.4 Utilizing instructional strategies that are appropriate to the subject matter
3.5 Using and adapting resources, technologies, and standards-aligned instructional materials,
including adopted materials, to make subject matter accessible to all students
3.6 Addressing the needs of English learners and students with special needs to provide equitable
access to the content
ASSESSING STUDENT LEARNING (5)
5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments
5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction
5.3 Reviewing data, both individually and with colleagues, to monitor student learning
5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify
instruction
5.5 Involving all students in self-assessment, goal setting, and monitoring progress
5.6 Using available technologies to assist in assessment, analysis, and communication of student
learning
5.7 Using assessment information to share timely and comprehensible feedback with students and
their families
ENGAGING AND SUPPORTING ALL STUDENTS IN LEARNING (1)
1.1 Using knowledge of students to engage them in learning
1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
1.3 Connecting subject matter to meaningful, real-life contexts
1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse
learning needs
1.5 Promoting critical thinking through inquiry, problem solving, and reflection
1.6
Monitoring student learning and adjusting instruction while teaching
PLANNING INSTRUCTION AND DESIGNING LEARNING EXPERIENCES FOR ALL STUDENTS (4)
4.1
Using knowledge of students’ academic readiness, language proficiency, cultural background,
and individual development to plan instruction
4.2 Establishing and articulating goals for student learning
4.3 Developing and sequencing long-term and short-term instructional plans to support student
learning
4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all
students
4.5 Adapting instructional plans and curricular materials to meet the learning needs of all students
CREATING AND MAINTAINING EFFECTIVE ENVIRONMENTS FOR STUDENT LEARNING (2)
2.1
Promoting social development and responsibility within a caring community where each student
is treated fairly and respectfully
2.2 Creating physical or virtual learning environments that promote student learning, reflect
diversity, and encourage constructive and productive interactions among students
2.3 Establishing and maintaining learning environments that are physically, intellectually, and
emotionally safe
2.4 Creating a rigorous learning environment with high expectations and appropriate support for all
students
2.5 Developing, communicating, and maintaining high standards for individual and group behavior
2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure
a climate in which all students can learn
2.7
Using instructional time to optimize learning
DEVELOPING AS A PROFESSIONAL EDUCATOR (6)
6.1 Reflecting on teaching practice in support of student learning
6.2 Establishing professional goals and engaging in continuous and purposeful professional growth
and development
6.3 Collaborating with colleagues and the broader professional community to support teacher and
student learning
6.4 Working with families to support student learning
6.5 Engaging local communities in support of the instructional program
6.6 Managing professional responsibilities to maintain motivation and commitment to all students
6.7 Demonstrating professional responsibility, integrity, and ethical conduct
248
Practicum Completion Checklist/Evaluation – SPED 176
General Portfolio Requirements

Copies of Lesson Plans: Your portfolio must include written plans for all lessons observed by your Supervisor and
Cooperating Teacher.

Copies of Lesson Reflections: These may be included at the end of your lesson plans.

Copies of Observations/Supervisor Feedback: Your portfolio must include copies of all Supervisor and Cooperating
Teacher observations and feedback forms.
Lesson Plans and Reflections
TPEs
Completion
Score
Co-Taught Lesson 1
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______ /42
Co-Taught Lesson 2
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______ /42
Instructional Plan 1
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______ /42
Instructional Plan 2
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______ /42
Video Lesson
KWO
Lesson Reflection
Short-Term Goal(s)
1-13
12, 13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
______ /42
Other
KWO
Lesson Reflection
Short-Term Goal(s)
MT Observation 1
KWO
Lesson Reflection
1-13
12, 13
12, 13
12, 13
1-13
12, 13
12, 13
Date observed:
Complete
Complete
Complete
Date observed:
Complete
Complete
______ /42
MT Observation 2
KWO
Lesson Reflection
Two-Week Lesson Plans (can be for lessons
you teach as part of your Instructional Plan
[SPED 247]; reviewed with supervisor)
1-13
12, 13
12, 13
1 - 13
Date observed:
Complete
Complete
Complete
Points earned/Points possible: _______/252
Comments:
249
Evaluation Key:
 2 | Met: Teacher candidate successfully demonstrates knowledge and skill related to the TPE.
 1 | Partially Met: Teacher candidate is demonstrating growth/progress toward the TPE. Please
provide ‘Written Comments’ below.
o 2 | Met with Revisions: Teacher candidate has successfully demonstrated knowledge and
skills related to the TPE after remediation.
 0 | Not Met: Teacher candidate has demonstrated minimal or no progress toward TPE. Complete
a Plan of Assistance.
o 2 | Met with completed Plan of Assistance: Teacher candidate has successfully
demonstrated knowledge and skills related to the TPE after completing requirements of
Plan of Assistance.
Additional Portfolio Requirements
TPEs
Special Education Cover Letter
Special Education Philosophy Statement
Special Education Resume
Special Education Resources
 Teachers
 Parents/Families
 Students
Co-Teaching Observations & Reflections (See next page)
Participation in Grade-Level, Parent-Teacher, SST, etc. meetings
Examples of communication regarding student progress (e.g.,
progress notes home, parent/guardian contact log, conferences,
notes/emails to colleagues, report cards, progress reports, event
flyers, newsletters, etc. Use home language as needed).
Candidate Disposition Form
Student Self-Reflection (Mid-semester)
Student Self-Reflection (Final)
Score
(see key above)
13
12, 13
12, 13
9, 10
8, 10
6, 7, 8
4, 5, 9, 10, 13
10, 12, 13
3, 7, 10 - 13
12, 13
12, 13
Complete
Complete
Complete
Points earned/Points Possible: _______/14
Comments:
250
Signature Course Assignments to Date (including current semester)
Include signature assignments from courses in which you are concurrently or were previously enrolled.
Course
Assignment
TPEs
Assignment Grade
SPED 247
SPED 247
SPED 219
Communication Support Plan
1 - 13
Integration Support Plan
3, 4, 6, 8 - 13
Instructional Assistant Training and
9 - 11
Management Plan: Part 1
SPED 219
Final Project
3, 6, 8-12
SPED 233
Research Design Paper or Action Research
3, 4, 6 – 9, 12, 13
Design
Descriptions and requirements for each assignment in the table above will be provided in class. Grades
will be assigned by the instructor for each course. For each assignment, write the grade earned in the
last column of the table and include a scored copy in your portfolio, along with any revisions made. It is
expected that the artifacts presented in your portfolio represent your best work; revisions demonstrate
growth and depth of understanding.
251
252
Co-Teaching Requirements
Preliminary Education Specialist Credential | Mild/Moderate
The following table outlines 5 co-teaching strategies. You are required to teach co-taught lessons using
each strategy below. Lessons may be co-taught with your Master/Cooperating teacher, General
Education teacher, Instructional Assistant, or other personnel, as approved by your supervisor. Three cotaught lessons will be observed by your supervisor – one for SPED 171 and two for SPED 175. In your
portfolio, include completed observation for each co-taught lesson (3), and lesson plans and reflections
for each strategy (5).
Co-Teaching Strategies
Strategy
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Definition/Example
The co-teaching pair divides the instructional content into parts – Each teacher
instructs one of the groups, groups then rotate or spend a designated amount of
time at each station – often an independent station will be used along with the
teacher led stations.
Example: One teacher might lead a station where the students play a money math
game and the other teacher could have a mock store where the students purchase
items and make change.
Each teacher instructs half the students. The two teachers are addressing the same
instructional material and presenting the material using the same teaching strategy.
The greatest benefit to this approach is the reduction of student to teacher ratio.
Example: Both teachers are leading a question and answer discussion on specific
current events and the impact they have on our economy.
This strategy allows one teacher to work with students at their expected grade
level, while the other teacher works with those students who need the information
and/or materials retaught, extended or remediated.
Example: One teacher may work with students who need reteaching of a concept
while the other teacher works with the rest of the students on enrichment.
Alternative teaching strategies provide two different approaches to teaching the
same information. The learning outcome is the same for all students however the
avenue for getting there is different.
Example: One instructor may lead a group in predicting prior to reading by looking
at the cover of the book and the illustrations, etc. The other instructor
accomplishes the same outcome but with his/her group, the students predict by
connecting the items pulled out of the bag with the story.
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject
information, and available to assist students and answer questions.
Example: Both instructors can share the reading of a story or text so that the
students are hearing two voices.
Observation Date
Supervisor Signature
Note: The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the
students in the classroom.
Revised from: Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher
Quality Enhancement Grant
253
Students in Context: Class Profile
Grade Level: _____
Student’s
Initials
English Learner:
Level, Primary
Language other
than English
Age Range: _____
Special Needs
IEP, 504, Medical,
GATE
Males: _____ Females: _____
Additional Individual Descriptors for Instructional Planning:
Anecdotal records/notes about academic progress, reading level, strengths,
interests, motivational strategies, learning preferences, etc.
254
Reflection: How does the information about individual students provided in the class profile aid in designing and
delivering instruction?
Physical Arrangement of the Classroom
Classroom Rules/Management
Attendance Procedures
255
Dress Code
School Schedule
Daily procedures including but not limited to: restroom policy, lining up, pencil sharpening, distributing supplies, asking
and answering questions.
256
Daily Instructional Block Plan
Date: ___________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Time: ________
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
Subject
Lesson Objective
Standards Met
Materials Needed
Assessment
257
K-W-O Chart
DIRECTIONS: For each lesson, determine a specific area of focus for your supervisor’s or cooperating teacher’s observation. Reflect on
your current practice and indicate:
4. What I know about my instructional practice
5. What I want to know about my instructional practice
6. What I would like my supervisor or cooperating teacher to observe
K-W-O Chart
What I know about my instructional practice (e.g., I create an environment of respect; students understand the routines and
procedures in my class, etc.)
What I want to know about my instructional practice (e.g., Effective strategies to differentiate instruction to meet the needs
of my EL students, etc.)
What I would like my support provider to observe (e.g., Evidence of how I check for understanding; how my lesson design
meets the needs of my EL students, etc.)
Adapted from: http://ca-btsainduction.org/fact/modules/assessment
258
Lesson Plan Template
Name:
Date of Lesson:
Grade Level(s):
Title/Lesson Topic:
Subject/Content Area:
Duration:
Unit Description:
Lesson Description (in student-friendly
language):
State Standards:
Co-Teaching Strategy
Goals
Unit Goals (expected outcomes for unit in
observable/measurable terms):
Lesson Goals (expected outcomes for lesson
in observable/measurable terms):
Vocabulary
Word
Student-Friendly Definition
Materials
259
Methods
Anticipatory Set:
Introduce and Model New Knowledge
Provide Guided/Collaborative Practice
Provide Independent Practice:
Closure (review what was learned)
Assessment (How will you assess student learning for this lesson? How will you know students have met the objective(s)
[What’s the criteria?)?
Formative/Ongoing Assessment:
Summative/End Of Lesson Assessment:
Classroom/Behavior Management Strategies
Supports for students with disabilities and/or English Learners
Student’s disability or diversity
Support (including accommodations or modifications)
Reflection
What went well? (strengths/successes of lesson)
Were all students successful? Did they meet your learning
objective(s)? How do you know?
Were the supports you provided for students appropriate?
Did they improve access to the content and activities? How
do you know?
What areas of the lesson need improvement? What might
you do differently if you were to teach this lesson again?
What did you learn from teaching this lesson?
Additional Comments:
260
Name_______________________________
Date(s)_________________________
SPED Lesson Plan Rubric
*Scores will be based on written lesson plan and on lesson delivery
SCORING KEY:
3 - Achieved: performed successfully
2 - Developing: showing growth, evolving
1 - Beginning: initial stage, needs more time to develop skills
1. Unit/Lesson Overview -- Brief descriptions of the unit and lesson; relevant state standards
3-The descriptions of the unit and lesson are clear and appropriate for this group of students. The standard(s)
cited is/are complete. The choice indicates reflective thought and a high level of knowledge about the
particular group of students and the curriculum.
2- Something is missing.
1-Very limited in scope, needs significant improvement.
Score
2. Unit and Lesson Goals, written in measurable, observable terms (such as IEP goal format)
3-The expected outcomes are appropriate for this group and are written in measurable, observable terms.
The written explanation reflects an informed awareness of the learners' needs; IEP goals and objectives were
considered.
2-Further explanation may be needed.
1-The expected outcomes may be inappropriate for this group of students. The outcomes are not
measurable or observable.
Score
3. Vocabulary
3-Relevant vocabulary is identified; accurate, student-friendly definitions are provided. The specific needs of
English learners and students with special needs are addressed.
2-Some element is missing or needs further explanation.
1-The vocabulary selected seems to be inappropriate for this lesson and/or particular group of students.
Score
4. Materials
3-Appropriate materials for the lesson/students are listed. The teacher has reviewed materials to determine
if there are needs that may not be addressed by the program materials. There is excellent match between
goals/objectives, worksheets and activities.
2-Materials list appears incomplete.
1-No materials listed, or materials/resources do not align with the goals or other aspects of the lesson.
Score
5. Methods
5a. Anticipatory Set
3-The set provides students with an initial motivation and focus for the lesson. It may be an energetic review
of previous learning that is important to the understanding of the current lesson. The set may tap prior
knowledge or experience. The students must be told why this lesson is important as appropriate to their
developmental level. The written explanation is clear and detailed.
2-The set could be improved with further reflection and input from other professionals.
1-The set is weak as explained. Significant improvement is needed. The meaning of set may need to reviewed
and/or discussed with other professionals.
5b. Introduce and Model New Knowledge (with Timelines)
3-A detailed outline of the procedures/input the students will experience is provided. Evidence of
differentiated instruction/UDL is apparent. Estimated time for each section of the lesson will be provided.
The lesson ends with a review and may preview the next lesson.
2-A detailed outline may be provided, but estimated times are missing.
1-The outline is lacking detail.
Score
Score
261
5c. Provide Guided Practice
3-During the lesson the students receive differentiated practice with the concept under the thoughtful
guidance of the teacher. Basically, the teacher has the students do something that will allow them to practice
the concept with the teacher nearby to give feedback. The written description is complete.
2-The description is incomplete in some aspect.
1-Very minimal explanation or use of guided practice.
Score
5d. Provide Independent Practice
3-.Independent practice is aligned explicitly with the lesson and is appropriate for this group of students (i.e.,
differentiated)
2-The independent practice is incomplete in some way.
1-The independent practice is incompatible with the remainder of the lesson.
Score
5e. Provide Closure
3- Closure is aligned explicitly with the lesson
2-The closure is incomplete in some way.
1-The closure is incompatible with the remainder of the lesson or is missing.
Score
6. Assessment
3-The assessments reflect explicit alignment to the lesson and are appropriate for assessing the goals of the
lesson; formative and summative assessments are noted.
2-Further explanation is needed.
1-The assessments used need to be improved.
Score
7. Classroom/Behavior Management Strategies
3-The classroom and behavior management system is described in detail and is appropriate for this group of
students.
2-The classroom and behavior management system is described but may need more details or the
management system may need to be modified for this group of students.
1-The description is minimal. A complete understanding of the importance of a management system may be
lacking.
Score
8. Supports for Students with Disabilities and/or English Learners
3-All elements of the requested information have been addressed demonstrating a strong knowledge base;
accommodations/modifications are appropriate and aligned with students’ IEPs or 504 plans and meet
student needs for support.
2-Something is missing or lacks detail.
1-The information provided is significantly incomplete or there is a mismatch between the support provided
and actual student needs.
Score
9. Lesson Reflection
3-The written responses to the questions are complete and demonstrate a high level of self-reflection.
2-Some improvement is needed.
1-There is minimal response to the requested questions and a minimal understanding of the reflective
process.
Score
10. Spelling/Grammar
3-The lesson plan is written with few or no spelling/grammar errors.
2-Spelling/Grammar could improve.
1-Several spelling/grammar errors are evident.
Score
Total _______/42
262
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum Observation Feedback Form
Teacher Candidate Name: __________________________________ Date: ____________________
School: ____________________________________________________________________________
Evaluation completed by:
__
Master Teacher: ________________________________
OR
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California
Standards for the Teaching Profession, the California Commission on Teaching Credentialing and the Council for
Exceptional Children.
Summary of Candidate’s strengths:
Areas to be developed:
Teacher Candidate Signature: ___________________________________________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
263
1. Engaging and Supporting All Students in Learning
Notes/Comments
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design.
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
2. Creating and Maintaining An Effective Environment for Students
Notes/Comments
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom paraprofessionals, aides, volunteers, peer tutors.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional settings.
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
Notes/Comments
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
264
4. Planning Instruction and Designing Learning Experiences for All Students
Notes/Comments
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
5. Assessing Student Learning
Notes/Comments
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
6. Developing As A Professional Educator
Notes/Comments
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
265
266
CALIFORNIA STATE UNIVERSITY, FRESNO
Kremen School Of Education And Human Development
Special Education Practicum In Mild/Moderate Disabilities
Midterm and Final Evaluation |SPED 171/172/175/176
Spring _______ Fall ________
20 ______
Midterm (date) ______
Final (date) _____
Teacher Candidate__________________________________________
School_____________________________
Grade Level ______ES ______MS _____HS
District ______________________________
Evaluation completed by:
OR
Class Designation ____________________
__
Master Teacher: ________________________________
__
University Supervisor: ___________________________
This form is designed to evaluate candidates on elements of the Teacher Performance Expectations, California Standards for
the Teaching Profession, the California Commission on Teaching Credentialing and the Council for Exceptional Children.
*Please complete midterm evaluation in blue ink and final evaluation in black ink.
Please rate candidates on each of the items below using the following key:
NA = Not
1 = Insufficient
2 = Beginning:
3 = Developing:
Applicable
Evidence/Not
needs more time
showing growth,
Met
to develop skills
evolving
1. Engage and Supporting All Students in Learning
4 = Achieved:
exceptional
performance
NA
1
2
3
4
1
2
3
4
1.1 Connects students’ prior knowledge, life experience, and interests with learning goals.
1.2 Uses a variety of instructional strategies and resources to respond to students’ diverse
needs, including those of English learners; e.g., SDAIE, Universal Design
1.3 Facilitates learning experiences that promote autonomy, interaction, and choice.
1.4 Engages students in problem solving, critical thinking, and other activities that make
subject matter meaningful.
1.5 Promotes self-directed, reflective learning for all students.
1.6 Incorporates technology/assistive technology (high and low tech) meaningfully and
appropriately to support student learning
Average score (1)
2. Creating and Maintaining An Effective Environment for Students
NA
2.1 Creates a physical and instructional environment that is engaging and reflects the
cultural and linguistic diversity of all students.
2.2 Establishes a climate that promotes fairness and respect.
2.3 Promotes social development and responsibility.
2.4 Establishes and maintains standards for student behavior.
2.5 Plans and implements classroom procedures and routines that support student learning.
2.6 Uses instructional time effectively.
2.7 Directs activities of classroom procedures and routines that support student learning.
2.8 Utilizes positive behavior support techniques.
2.9 Encourages interactions with typical peers across instructional setting,
Average score (2)
267
3. Understanding and Organizing Subject Matter Knowledge for Student Learning
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
NA
1
2
3
4
3.1 Demonstrates knowledge of subject matter content and student development.
3.2 Organizes curriculum to support student understanding of subject matter.
3.3 Interrelates ideas and information within and across subject matter areas.
3.4 Develops understanding through instructional strategies that are appropriate to the
subject, and the students, including English learners.
3.5 Uses materials, resources, and technologies to make subject matter accessible.
3.6 Adapts/modifies subject matter to meet students’ individual needs.
Average score (3)
4. Planning Instruction and Designing Learning Experiences for All Students
4.1 Draws on and values students’ cultural, social and linguistic backgrounds, interests, and
developmental learning needs.
4.2 Establishes and articulates goals and instructional objectives for student learning.
4.3 Develops and sequences instructional activities and materials for student learning.
4.4 Designs short-term and long-term plans to foster student learning.
4.5 Modifies instructional plans to adjust for student needs.
4.6 Develops and implements IEP goals to address students’ individual needs.
4.7 Adapts the general education curriculum, as needed, to improve accessibility to content,
materials, activities, etc.
Average score (4)
5. Assessing Student Learning
5.1 Establishes and communicates learning goals for all students.
5.2 Collects and uses multiple sources of information to assess student learning.
5.3 Involves and guides all students in assessing their own learning.
5.4 Uses the results of assessments to guide instruction.
5.5 Communicates with students, families and other audiences about student progress.
5.6 Develops and administers nonbiased, nondiscriminatory assessment procedures that
recognize the confounding features associated with English language acquisition.
5.7 Utilizes assessment data to develop Individual Education Programs (IEP).
5.8 Evaluates instruction and monitors progress of individuals with exceptional learning
needs.
Average score (5)
6. Developing As A Professional Educator
6.1 Reflects on teaching practices and plans professional development.
6.2 Establishes professional goals and pursues opportunities to grow professionally.
6.3 Works with culturally and linguistically diverse communities to improve professional
practice.
6.4 Works with colleagues to improve professional practice.
6.5 Assumes initiative and responsibility for tasks and assignments.
6.6 Collaborates with general education classroom teachers and other school and
community personnel to integrate students across instructional environments.
6.7 Uses verbal, nonverbal, and written language effectively.
6.8 Upholds high standards for competence and integrity and exercises sound judgment in
the practice of the profession.
Average score (6)
268
7. Other Professional Competencies
C6.1 Takes initiative
C6.2 Handles information about children, peers, families, colleagues and supervisors ethically.
C6.3 Accepts criticism and suggestions from the Master Teacher and/or University Supervisor.
C6.4 Is punctual (arrives on time, submits assignments in a timely manner, etc.)
C6.5 Respects the attitudes and opinions of others.
C6.6 Has attended a professional conference, in-service, or meeting.
TOTAL (7)
Midterm
No = 0
Final
Average (1)
Average (1)
Average (2)
Average (2)
Average (3)
Average (3)
Average (4)
Average (4)
Average (5)
Average (5)
Average (6)
Average (6)
Total (7)
Total (7)
Sum of above: _____ /30
Sum of above: _____ /30
A = 27-30
B = 24-36
Yes = 1
A = 27-30
B = 24-36
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Summary of Candidate’s strengths:
Areas to be developed:
Evaluation completed by:
University Supervisor Signature ____________________________
--or-Master Teacher Signature
____________________________
Date ______
Date ______
I have reviewed this evaluation with my University Supervisor
_______ I accept this evaluation or,
________ I wish to submit an addendum.
Student Signature _______________________________________
Date __________
Not every item is evaluated during a single observation. Some items are evaluated throughout the semester using
other means, such as candidate/supervisor interviews or other professional documents.
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Short-Term Goal Planning Form
Following each of your 4 formal observations, complete the following form with your supervisor and/or
Cooperating Teacher. Determine 3 short-term goals to work toward between each observation.
Name ___________________________Supervisor _________________________Initial Practicum:
School: __________________________Cooperating Teacher ________________Final Practicum:
Date
Short-Term Goals (based on reflection and
supervisor feedback)
1.
Complete
SPED 171
SPED 175
SPED 172
SPED 176
Comments
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
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Student Self-Reflection
This form is to be completed at the Midterm and Final Evaluation.
Name _____________________________Supervisor ________________________________
SPED 171
SPED 175
SPED 172
SPED 176
School: ____________________________ Cooperating Teacher ______________________
Midterm
Final
Strengths
Focus Areas
Mid-Semester Meeting
1)
Final Meeting
1)
2)
2)
3)
3)
1)
1)
2)
2)
3)
3)
Meeting Date
Optional: Additional experiences I would like to have:
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