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SPED 692: Special Education Graduate Professional Semester - Student teaching
Instructor:
Office:
Hull
e-mail:
Phone:
Course Description
Students will be supervised in a classroom student teaching experience in special
education general curriculum K-12 settings of at least 300 hours during their last
semester of classes. Prerequisites: EDUC 506, 521, SPED 515, 516, 520, 540, 545, 565,
575, and 682. Supervisory fee-- $300.00 (6 credits.)
Textbook: None
Expectations
At the end of the student teaching experience, your final clinical experience evaluation
and your dispositions assessment should show evidence of your:
1. Knowledge in the physical, social, emotional, speech and language, and intellectual
development of children and the ability to use this understanding in guiding learning
experience.
2. Skills in teaching/interacting with children from diversified backgrounds (socio
economic, ethnic, religious, linguistic, physical, and cognitive/intelligence,
substance abuse, child abuse, family disruptions, and varied strengths and
weaknesses – gifts and talents )
3. Skills in developmental issues related to but not limited to attention deficit disorders,
gifted education including the use of multiple criteria to identify gifted students,
substance abuse, child abuse, and family disruptions
4. Knowledge of curriculum and instructional procedures which includes learning
principles, discipline specific methodology, media and technology, curriculum
methods, materials and appropriate strategies for students from diversified
backgrounds, pupil performance evaluation, progress monitoring, assessment and
relationship, methods for family involvement, collaboration and communication
between parents, school personnel, and other related personnel evidence based
instruction, construct and interpret valid instruments, and student achievement in
standard based environment.
5. Skills to impart an understanding of comprehension skills in all content areas,
language acquisition and reading, understanding of the complex nature of language
acquisition and reading- phonemic awareness, phonics and fluency, vocabulary
development and comprehension strategies, writing strategies, and ability to foster
appreciation of a variety of literature and independent reading.
6. Ability to understand the historical, philosophical, and sociological foundations of
the instructional design based on assessment data.
7. Ability to grade student performance by understanding the relationship among
assessment, instruction, and monitoring student progress to include student
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performance measures in grading practices.
8. Ability to construct and interpret valid assessments using a variety of formats in
order to measure student attainment of essential skills in a standards-based
environment.
9. Ability to analyze assessment data to make decisions about how to improve
instruction and student performance.
10. Understanding and application of a variety of appropriate behavior management
techniques and intervention techniques based on behavioral, cognitive, affective,
and ecological theory and practice
Course Requirements
1. You will begin and end the professional semester with the Longwood University
student teachers . If you are not currently in a teaching position or if your school
division is not processing your licensure with the state, you should attend the on-campus
session to obtain information regarding licensure.
2. You will follow the schedule for your school and school division (e.g., Hours for
teachers, professional development days, meetings, holidays, etc. Longwood University
holidays do not apply!).
3. Prepare a professional portfolio containing the following 8 sections:
**Your philosophy of teaching—not more than two pages (See attached). Put your
Teaching Philosophy in the first section of your portfolio.
**Contextual Factors for teaching—not more than two pages. Include in this section
information about the school and community (e.g., geographical information such as
rural/suburban, socioeconomic status such as number of children on free/reduced lunch,
median income for the community, resources in the community, racial/ethnic variables
and number of children in the school), and information about the classroom (e.g.,
physical layout, number of boys/girls, racial/ethnic makeup, technological resources,
parental involvement, classroom routines and schedules). Place the Contextual Factors in
the second section of your portfolio.
**Lesson plans for a week according to the sample given (See attached lesson plan
form). File these in chronological order in the third section of your portfolio arranged
according to subject areas. Include other lessons or units that you would like critiqued in
this section as well.
**A one page weekly reflection on your teaching. What went well? What would you
change and specifically how would you change this? Arrange the weekly reflections in
chronological order in a fourth section of your portfolio.
**A journal and analysis of one student’s academic and behavioral performance—Follow
one student in a “Dear Diary/Journal fashion. Include detailed information on the
student’s Present Level of Performance, Progress monitoring toward objectives/goals
(CBA), Instruction, and Behavioral Assessment and performance.
--Meet with any or all of the following who might be helpful in addressing this
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student’s needs: school principals, school psychologist, counselor, speech/
language pathologist, librarian, parents, others. Include in your journal/diary
details of the collaboration between and among you and these individuals.
--In addition to the above observations, what have you learned from and/or about
the supports available for this student?
Be sure not to violate confidentiality either directly or indirectly (use a fictitious name for
your student, others, school, etc.). Place this journal and analysis in the fifth section of
your portfolio.
**Faculty meeting reflection--Attend all faculty meetings and write a one-page reflection
on the most interesting meeting you attended. What insight(s) did you gain from
attending this meeting? Place this reflection in the sixth section of your portfolio.
**Classroom observation—Visit two other classrooms that are different from the one in
which you are placed. Write a reflection on your experience in these two classrooms.
This reflection should be approximately two pages in length and placed in the seventh
section of your portfolio.
**Complete a self-evaluation of your teaching by addressing the following:
Your Professionalism
Punctuality
Commitment
Enthusiasm/Enjoyment
Interpersonal Skills
Effective Listening
Respect for differences
Teaching and Learning
Classroom management strategies
Instructional strategies
Student evaluation strategies
Working with Other Faculty, Staff, Administration, and Parents
Provide an overview of your success with these individuals
Overall Areas of Strength
Areas for Which you Believe You Need Further Development
Place the self-evaluation of your teaching (3-4 pages) in the eighth section of your
portfolio.
**You may also include an Appendix containing pictures of bulletin boards or activities,
student work samples, or other items of your choice (e.g., reflections on IEP or MDR
meetings attended)
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Instruction Sheet for Writing Teaching Philosophy
Teacher candidates must reflect on their basic, essential beliefs about teaching. Since teaching
philosophies evolve, teacher candidates will write a beginning philosophy statement in SPED 202 or 515
and modify the statement in designated subsequent classes (SPED 220, SPED 306/316, SPED 322, and
SPED 689/692). Your evolving teaching philosophy should be kept and placed in your Professional
Portfolio. Guidelines for your philosophy statement include:
1.
2.
3.
4.
Write no less than one and no more than two typed pages.
Reflect upon the following questions before you begin:
 What do I believe about students with disabilities?
 What do I believe about students from diverse cultures?
 What do I believe about how students with disabilities learn?
 What do I believe about how teachers should teach students with disabilities?
 What are my beliefs about knowledge?
 What are my beliefs about evidence-based practices?
 What are my beliefs about the role of education in society and particularly for individuals with
disabilities?
Now, write the answers to those questions in narrative form---DO NOT write out the questions and
answer them as your philosophy statement. In other words, include the answers to the questions in a
first person narrative account.
Organize your paper in the following manner:
 Title Page – Center all information on this page and include:
 name
 name of course
 the title---Philosophy Statement.
 Attach your 1-2 page philosophy statement
 Proofread to be sure your paper is free from errors.
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Rubric for Assessing Teaching Philosophy
Name: __________________________________Date: ______________Class:____________________
Rating
Indicator
Organization and
Mechanics
Does Not Meet
Expectations
Meets Expectations
Exceeds Expectations
Score
Includes few of the following
criteria:
Title Page
Name
Name of course
The title---Philosophy
Statement
Less than one page
Includes most of the following
criteria:
Title Page
Name
Name of course
The title---Philosophy
Statement
One to two pages
Includes all of the following
criteria:
Title Page
Name
Name of course
The title---Philosophy
Statement
Two pages
Questions are not answered in
narrative; does not address all
questions.
Questions are answered in
narrative; most questions are
answered
All questions are answered in
narrative; all questions
answered
Lacks focus/clarity/no obvious
thesis.
Somewhat focused and clear;
contains a thesis.
Very focused and clear;
contains a clear and obvious
thesis.
Paragraphs lack relevant and
concrete details linked to
course/ to Conceptual
Framework
Most paragraphs are relevant to
the thesis and some concrete
details are given linking thesis
to course/ to Conceptual
Framework.
Exhibits many of the following:
Misspellings
Punctuation errors
Errors in the use of verbs
Errors in the use of pronouns
Distracting errors in word usage
Awkward sentences
Sentences written in passive
voice
Exhibits few of the following:
Misspellings
Punctuation errors
Errors in the use of verbs
Errors in the use of pronouns
Distracting errors in word usage
Awkward sentences
Sentences written in passive
voice
(1-2.5 points)
All paragraphs are relevant to
the thesis and many concrete
details are given clearly linking
thesis to course/to Conceptual
Framework
Exhibits none of the following:
Misspellings
Punctuation errors
Errors in the use of verbs
Errors in the use of pronouns
Distracting errors in word usage
Awkward sentences
Sentences written in passive
voice
(3-4 points)
Content
Justification for
Variance
Answers few of the following
prompts:
**What do I believe about
students with disabilities?
**What do I believe about
students from diverse cultures?
**What do I believe about how
students with disabilities learn?
**What do I believe about how
teachers should teach students
with disabilities?
**What are my beliefs about
knowledge?
**What are my beliefs about
evidence-based practices?
**What are my beliefs about the
role of education in society and
particularly for individuals with
disabilities?
Contains many inconsistencies
Gives no examples or
connections to theory learned in
coursework to support ideas.
(1-4.5 points)
Answers most of the following
prompts:
**What do I believe about
students with disabilities?
What do I believe about
students from diverse cultures?
**What do I believe about how
students with disabilities learn?
**What do I believe about how
teachers should teach students
with disabilities?
**What are my beliefs about
knowledge?
**What are my beliefs about
evidence-based practices?
**What are my beliefs about the
role of education in society and
particularly for individuals with
disabilities?
Contains few inconsistencies.
Gives a few examples or
connections to theory learned in
coursework to support ideas.
(5-7.5)
(4.5-5 points)
Fully answers all of the
following prompts:
**What do I believe about
students with disabilities?
What do I believe about
students from diverse cultures?
**What do I believe about how
students with disabilities learn?
**What do I believe about how
teachers should teach students
with disabilities?
**What are my beliefs about
knowledge?
**What are my beliefs about
evidence-based practices?
**What are my beliefs about the
role of education in society and
particularly for individuals with
disabilities?
Contains no inconsistencies
Gives numerous examples or
connections to theory learned in
class to support ideas.
(8 -10points)
Total
Score
6
Daily Lesson Plan for Special Education
Name_________________________________Teacher___________________________
Date _________________________________ Standard of Learning_________________
Age/Grade Level ________________________ Subject __________________________
IEP Goal(s):
Lesson Objective(s):
Materials and Advance Preparation for Lesson:
Opening:
Demonstration/Modeling:
Guided Practice:
Closing (Transition, Independent Practice, Enrichment):
Evaluation of Student Performance:
________________________________________________________________________
Self-Reflection on Your Performance:
What went well and why?
What would you change and how?