Guidelines for Student Teaching Experiences in
Speech-Language Pathology
Ithaca College
Department of Speech-Language Pathology and Audiology School
of Health Sciences and Human Performance Ithaca, NY 14850
May 2013
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Teacher Education Unit
Ithaca College’s professional education faculty in the schools of Music, Humanities and Sciences, and Health
Sciences and Human Performance prepare pre-service teachers to meet the goals of knowledge, experience,
and commitment to service.
All-College Teacher Education Unit Vision Statement
We strive to prepare exemplary teachers and educational leaders who work collaboratively with
individuals and communities to create high-quality education for all.
All-College Teacher Education Unit Mission Statement
The All-College Teacher Education Unit at Ithaca College embraces the values of Knowledge, Competence,
and a Commitment to Service expressed in the Ithaca College Mission. Our mission is to prepare teachers
who possess knowledge and teaching competence in their respective disciplines, who know how to work
collaboratively and effectively with diverse communities of students and families, and who are inspired
and motivated by the belief that excellence and equity in education are profoundly interdependent. To
this end, Ithaca College teacher educators guide candidates through carefully designed and supervised
programs where theory, research, and practice combine in order to provide them with solid foundations in
the content, professional, pedagogical, technological, relational, and cultural knowledge and experiences
needed in order to become engaged and effective teachers for all students in the 21st Century.
This philosophy is summarized in the Unit’s Conceptual Framework, a set of goals and standards that the AllCollege Teacher Education Committee affirmed in 2005 (rev. 2007).
Three Goals of the Conceptual Framework
Knowledge. Ithaca College teacher education candidates will, through rigorous and disciplined study in the
liberal arts and professional programs, meet or exceed the New York State learning standards and the New
York State Regents requirements regarding content and pedagogical knowledge in their respective areas of
certification and meet or exceed the eight common program standards that cross all Ithaca College
teacher education programs.
Competence. Ithaca College teacher education candidates will develop competence in their respective
fields by taking their content and pedagogical knowledge into a variety of local and regional public and
private schools where, in carefully planned and supervised field experiences, they will gain confidence in
their own teaching and learning; learn to work collaboratively in classrooms, schools, and communities;
learn to work effectively with the diversity of their students, their students’ families, and communities;
learn to reflect critically and systematically on their own teaching practice in order to improve it; learn to
put their students at the center of the learning process while maintaining standards of excellence; and
learn to value professional development and lifelong learning.
Commitment to Service. Ithaca College teacher education candidates will further develop their newly
acquired knowledge, competence, and leadership skills into a commitment to service and the realization
that excellence and equity are not mutually exclusive goals.
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These three goals are embedded in the eight Ithaca College Teacher Education Program Standards (TEPS).
These standards were developed in a collaborative process that incorporated input from representatives
from each teacher education program, who identified how their courses of study addressed the three goals
of the conceptual framework. This process insured that the standards reflect the shared values and
expectations of IC’s professional education faculty and stakeholders. The standards have also been aligned
with the New York State Teaching Standards, the Specialized Professional Association Standards, and the
NCATE Standards to enable the Unit to assess the readiness of every teacher education candidate at Ithaca
College (See Appendix for the alignment of TEPS with NYS and specialized association standards and national
association standards).
The framework’s shared vision and corresponding standards have guided the unit’s programs, course
development, teaching, assessments of candidate performance, scholarship, and program evaluations in all
three Schools in which teacher education programs are offered.
Eight Standards of the Conceptual Framework
1. Content Knowledge: Ithaca College Teachers of Students with Speech Language Disabilities (TSSLD)
demonstrate a rich, thorough understanding of the content and skill knowledge (processes of creating,
performing, and describing), theories, and issues comprising their discipline, including an understanding of
cognitive, physical, and social development.
2. Planning and Instruction/Implementation: Ithaca College TSSLD professionals plan and implement
effective, developmentally appropriate (intellectually, physically, socially, and psychologically) lessons and
curricula based upon sound principles of content knowledge, skill development, and pedagogy. They use
appropriate materials and strategies to develop candidates’ critical thinking, problem solving and
performance skills.
3. Positive Learning Environment: Ithaca College TSSLD professionals create safe, healthy, dynamic, and
motivational learning environments that encourage every candidate to meet standards, to develop
independence, to become actively involved, and to trust, take risks, and collaborate.
4. Diversity: Ithaca College TSSLD professionals respect and possess knowledge of diversity in its many
forms and know how to use this competence to develop relationships, instruction, schools, classrooms,
communities and experiences that help all candidates achieve to their fullest potential and function
effectively and respectfully in a diverse world. For example, TSSLD professionals understand the unique
nature, abilities, cultures, and characteristics of all learners, including those with disabilities and special
health care needs. TSSLD professionals also understand literacy and language acquisition by candidates
who are native English speakers and candidates who are English language learners. TSSLD professionals
are able to modify instruction so everyone can be successful.
5. Technology: Ithaca College TSSLD professionals effectively utilize technology to enhance candidates
learning and professional growth.
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6. Assessment: Ithaca College TSSLD professionals develop and utilize a variety of assessment approaches
designed to evaluate candidate learning and performance, encourage candidate reflection and selfevaluation, provide feedback, and shape future lesson planning and curricula.
7. Collaboration and Outreach: Ithaca College TSSLD professionals foster positive relationships and
collaborate with a variety of target groups (e.g. candidates, colleagues, families, local community
members, etc.) in order to promote and enhance partnerships within learning environment.
8. Professional Development: Ithaca College TSSLD professionals engage in reflective practice and
continually seek to improve their knowledge base and effectiveness as teachers and make positive
contributions to the culture of their fields, and demonstrate the dispositions of an emerging professional.
They reflect on their teaching, candidates’ performance, and developments in their field to extend their
knowledge and refine their philosophy of intervention.
Illustration of the Ithaca College Teacher Education Conceptual Framework:
SLPG-698 Professional Experience in Education
(4-5 credit hours, may be repeated)
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COURSE DESCRIPTION
Final educational fieldwork experience in speech-language pathology. A full-time, off-campus
placement of 8-10 weeks in duration designed to complete a student’s graduate education as a
Teacher of Candidates with Speech-Language Disabilities. Specific duties and responsibilities vary
with the placement site. Site assignments are made in accordance with the candidate’s interests and
needs and NYS teacher education requirements.
COURSE OBJECTIVES
At the completion of this experience, graduate students/candidates should:
1. Understand the nature and organizational structure of the educational environment in
which they practice,
2. Demonstrate knowledge of the nature of speech, language, hearing, and communication
disorders and differences and swallowing disorders within this educational program, including
their etiologies, characteristics, anatomical/physiological, acoustic, psychological,
developmental, linguistic and cultural correlates,
3. Be able to administer and interpret a variety of assessment instruments appropriate to the
environment(s) in which the experience is gained; and to:

conduct screening and prevention procedures, collect case history information and
integrate information from clients/patients, family, caregivers, teachers, relevant
others and other professionals

select and administer appropriate evaluation procedures, such as behavioral
observations, non-standardized and standardized tests, and instrumental procedures

adapt evaluation procedures to meet client/patient needs

interpret, integrate, and synthesize all information to develop diagnoses and make
appropriate recommendations for intervention

complete administrative and reporting functions necessary to support evaluation

refer clients/patients for appropriate services
4. Be able to develop appropriate intervention plans with measurable and achievable goals
that meet clients’/patients’ needs, including the ability to:

collaborate with students/teachers/family and relevant others in the planning
process

implement intervention plans (involve students/teachers/family and relevant
others in the intervention process)

select (or develop) and use appropriate materials, instrumentation and technology for
prevention and intervention

measure and evaluate clients’/patients’ performance and progress

modify intervention plans, strategies, materials, or instrumentation and technology as
appropriate to meet the needs of clients/patients
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


complete administrative functions and documentation necessary to support
intervention
identify need for other services and refer clients/patients appropriately
Interface with the curriculum and state learning standards
5. Show appropriate interaction and personal qualities:

communicate effectively, recognizing the needs, values, preferred mode of
communication, and cultural/linguistic background of the candidates, family,
caregivers, and relevant others

collaborate with other professionals in case management

provide counseling regarding communication and swallowing disorders to
candidates, teachers, family, caregivers, and relevant others

adhere to the ASHA Code of Ethics and behave professionally
6. Have exposure to different philosophies and theories affecting the provision of therapeutic
programs in the educational environment,
7. Understand the broad range of professional responsibilities and competencies required to
function within the fieldwork placement.
GRADING
A grade for the experience is determined collaboratively by college faculty and the cooperating
teacher(s). This grade is based on accurate and thorough completion of requirements, professional
growth, clinical performance and professional behavior over the course of the student teaching
experience. Candidates are encouraged to call their college supervisor or course instructor
immediately should questions or concerns arise.
COLLEGE COORDINATOR RESPONSIBILITIES
The SLP Externship Coordinator/college supervisor is the faculty member assigned to oversee
the placement of graduate candidates during candidate teaching. Responsibilities include to:
1. arrange placements with appropriate educational agencies in accordance with prescribed
procedures,
2. ensure that contractual arrangements are in place through the Office of Experiential
Learning and appropriate communication is established among the candidate, college and
affiliate,
3. coordinate all written and oral communication before, during and after the placement
COLLEGE SUPERVISOR RESPONSIBILITIES
The Externship Coordinator/college supervisor serves as a liaison to the college for both the
candidate and the cooperating teacher/speech-language pathologist. Responsibilities include to:
1. maintain close liaison with the cooperating teacher and candidate and be accessible
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for consultation as needed;
2. supervise the work of the candidate in the cooperating educational program. When distance
does not preclude on-site visitations, the supervisor will visit the educational program to
observe the candidate’s work and to confer with the candidate and with the cooperating
teacher regarding the candidate’s performance and progress made toward fulfilling
learning objectives. (The latter function will be conducted via the internet with a web cam
whenever site visitations are not feasible);
3. assign a final grade to the candidate based on established criteria.
NATURE OF PLACEMENTS
1 Length: Student teaching consists of eight to ten weeks of supervised fieldwork experience
in an approved educational setting that involves pre-K-12th grade education unless the
candidate has already completed a practicum/fieldwork in this setting. The schedule is set
up in such a way that the candidate will be working for eight to ten full weeks, not
counting vacations.
2 Types of Placements: The following types of placements are available to candidate
teachers: A. Public School
i. Serving one or more schools
ii. Serving only regular education classes or a combination of regular and special
education classes
B. Public School Special Education Program, e.g. Board of Cooperative Education
Services (BOCES): Serving primarily special education classes including various
combinations of classes for children with emotional disturbances, hearing impairment,
physical impairment, multiple disabilities, autism, and cognitive impairment.
C. Other approved educational environment within the TSSLD certification areas if a
placement in an elementary or secondary school has been completed.
SELECTION OF COOPERATING SPEECH-LANGUAGE PATHOLOGISTS
Individuals who possess their Certificate of Clinical Competence in Speech-Language Pathology
and professional teaching certification may serve as the primary supervisor for a graduate candidate
on affiliation. In some cases, candidates may have more than one supervisor during the experience.
Supervision guidelines include those specified by the Council of Academic Accreditation and the
NY State Dept. of Education.
ADMISSION TO STUDENT TEACHING
1. Prospective student teachers or externship students must complete an Externship Petition,
given to the SLP Externship Coordinator and forwarded to the Office of Experiential
Learning. The following criteria will be considered in determining whether a candidate
will be permitted to candidate teach:
2. Good academic and clinical standing within the graduate program.
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A.
Completion of all departmental courses required for the Speech-Language
Pathology with Teacher Certification major, as well as three semesters of graduate
clinical practicum.
B. When making placements, the SLP Externship Coordinator attempts to take into
account the personalities of both the cooperating therapist as well as the level of
competency of the candidate at that time.
TRANSPORTATION AND HOUSING DURING CANDIDATE TEACHING
Transportation: Each graduate candidate will be required to furnish his/her own transportation to
the placement. Many cooperating speech-language pathologists work in more than one location.
For this reason, it is essential for candidates to have reliable transportation during a placement.
Housing: The individual graduate candidate is responsible for arranging housing during
his/her externship. Candidates placed more than thirty miles from campus are encouraged to
live in the community in which they are working.
VACATIONS, ABSENCES AND CONFERENCE ATTENDANCE
A. Vacations: Student teachers will take the same vacations as their cooperating therapists.
These will generally not coincide with Ithaca College vacations.
B. Absences:
1. Student Teacher Absences
Absences due to illness must be reported to the cooperating therapist and the college
supervisor. Absences due to reasons other than illness must be requested and approved
by the college supervisor in advance. Absences due to illness which exceed two days
must be made up. Procedures for making up absences exceeding two consecutive days
are to be negotiated with the college supervisor and the cooperating therapist.
2. Cooperating Therapist Absences
a) A student teacher may conduct therapy when the cooperating therapist is out of the
building for a short time, provided that the cooperating therapist or a suitable alternate
person is available 100% of the time for consultation. This includes times when the
cooperating therapist may go to another building for a conference or meeting. The
candidate teacher can engage in other activities where he/she is not solely responsible
for
the welfare of clients:
 Observe regular education classrooms within the school.
 Observe special education classes in the school or elsewhere.
 Observe another Speech-Language Pathologist (preferably one who currently does
not have a student teacher)
 Work at the placement on report writing and planning (this is acceptable only on a
limited basis).
b) If a cooperating speech-language pathologist anticipates being absent for more than a
few days, the candidate must contact the college supervisor immediately.
3. Conference Attendance: The department encourages continued professional growth of both
candidate teachers and cooperating therapists. However, candidates interested in attending
conferences need to receive prior permission from the college supervisor. Generally, if the
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cooperating therapist is attending the conference, the candidate’s request will be approved.
If the cooperating therapist is not attending, then the college supervisor will consult with
the cooperating therapist before deciding whether to grant permission.
THE ROLE OF THE COOPERATING SPEECH-LANGUAGE PATHOLOGIST
Building Confidence
The beginning graduate student teacher is likely to be a little anxious and apprehensive. Instilling
self- confidence in the candidate should be an ongoing objective of the cooperating speechlanguage pathologist. Prior to the student teaching experience, the candidate has had practicum
experience with a variety of clients within the Ewing Clinic and off-campus placements
associated with Ithaca College. The first full-time placement may, however, be the candidate’s
first full-time fieldwork experience. This experience represents an opportunity for the candidate to
integrate academic and theoretical aspects of therapy into real world clinical practice with a
greater number and variety of clients. Suggestions to ease the transition into this new experience
and build confidence follow.
1. On the first day, spend time orienting the candidate to the clinical setting by getting
him/her acquainted with the physical surroundings and other personnel.
2. The candidate must be oriented in the site's policies for fire safety, intruders, and other Safe
Schools mandated school policies.
3. Be specific and clear in outlining the expectations and responsibilities you have established for
the candidate. Topics should include: therapy, assessment procedures, reports, materials,
meetings, and resources. Many cooperating speech-language pathologists have found it helpful to
provide the candidate with a written outline or checklist.
4. Provide the candidate with some opportunity to observe you doing therapy to acquaint him/her
with the clinical program. The extent of this observation will depend upon your personal
preference and/or style of instruction.
5. Suggest readings in texts or journals when appropriate to facilitate better understanding of the
nature of specific disorders or therapeutic approaches.
6. Give positive feedback and encouragement for work well done as well as suggestions for
improvement.
Teaching Skills/Strategies/Approaches
Your approach to teaching the candidate will vary according to your own preference and style,
setting and caseload. Cooperating speech-language pathologists are encouraged to be flexible in
meeting the needs of individual candidates. While all candidates who receive a graduate externship
placement must meet the standards of the college to do so, there is a wide range of ability among
candidates and some will need more guidance and support than others.
It is desirable to expose the candidate to a variety of therapeutic approaches and strategies
whenever possible. Assignment of appropriate reading in texts or journals is left to your
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discretion.
Many cooperating speech-language pathologists have found it worthwhile to give the candidate
responsibility for two or three therapy sessions initially and to gradually increase responsibility for
the entire caseload, if appropriate.
If at any time during the externship, you as supervisor think that you or the candidate needs
assistance in making the externship a positive learning experience, contact the college supervisor as
soon as possible.
Providing Feedback
It is essential for the cooperating speech-language pathologist to observe the graduate candidate
frequently and provide written and/or oral feedback regarding the quality of the therapy interaction.
Strengths and weaknesses of clinical skills should be specified.
You may devise your own format for evaluating the graduate candidate or follow the outline of the
college forms. You are requested to complete a minimum of two comprehensive written evaluations
on the forms provided by the college (midterm and final) and submit them to the college
coordinator. Prior to sending the form to the coordinator, please go over the evaluation with the
graduate candidate.
1. The content of feedback and supervision often progress in a three step sequence.
2. The cooperating speech-language pathologist gives the candidate specific suggestions for
changes in the therapy program or assessment procedures.
3. The cooperating speech-language pathologist assists the candidate in problem- solving and selfevaluation.
4. The candidate problem-solves more independently and self-evaluates therapy and
assessment performance, with a steadily decreasing level of assistance from the cooperating
speech-language pathologist.
On the final evaluation, you are asked to recommend a letter grade for the candidate’s overall
performance during the placement. Additional written comments elaborating on progress, strengths,
weaknesses, etc would be helpful to the college supervisor. The final grade assigned to the
candidate by the college supervisor takes into consideration the following:
1. The cooperating speech-language pathologist’s grade recommendation based on clinical
performance.
2. The quality of the completed assignments required during the placement.
3. The candidate’s overall growth and level of professionalism.
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MINIMUM REQUIREMENTS FOR COMPLETION OF CANDIDATE TEACHING
1. Before initiating independent therapy, the graduate candidate should observe the site supervisor
as appropriate. The rate at which the candidate assumes responsibility for new clients will
depend on the candidate’s readiness and past experience with similar cases. Progress/SOAP
notes should be completed following each therapy session.
2. Before independently administering a diagnostic test, it is recommended that the graduate
candidate should observe the site supervisor giving the test at least once. The candidate is
expected to become familiar with procedures for test administration and interpretation.
3. The graduate candidate should take full advantage of all diagnostic opportunities as
determined appropriate by the site supervisor. A written summary is required for each test
administered. Participation in comprehensive diagnostic evaluations and reporting is
expected.
4. The graduate candidate will write an IEP for at least one of the clients/patients evaluated while
at the placement, or, at sites where evaluation opportunities are limited, write an IEP for a new
client/patient entering the caseload during the candidate's placement.
5. The graduate candidate is responsible for writing at least three curriculum-based objectives for
each of a minimum of three clients/patients receiving services from the graduate candidate.
6. The graduate candidate will read and write summaries for at least two (2) articles, book chapters,
or other material related to disorders seen at the placement site. The site supervisor will guide the
candidate in making an appropriate selection regarding these readings.
7. The graduate candidate is encouraged to attend all team, interdisciplinary, etc. meetings related
to clients/patients receiving therapy from the candidate.
8. The graduate candidate is encouraged to take full advantage of collaborative programming with
other professionals and should observe at least one session of the following: adaptive physical
education, special education, reading, occupational therapy, regular education class. The
candidate should write a short description of this observation.
9. The graduate candidate is responsible for following all procedures required for legal
documentation of clients seen and all personnel policies appropriate for professionals on site at
the externship placement.
10. The graduate candidate is responsible for meeting professional qualities and dispositions
expectations (please see page 15).
***PLEASE NOTE: Neither the site nor the site supervisor is responsible for guaranteeing that
the candidate will obtain his/her minimum number of clock hours for ASHA certification; however
a minimum of 100-120 hours direct client contact time per 8- to 10-week experience is expected.
The graduate candidate is expected to show increased independence over the course of the
experience. He/she should assume as many responsibilities of the cooperating speech-language
pathologist position as is appropriate, relative to the experience and competence level the candidate
has demonstrated. Candidate externs are not expected to function at the same level of competence as
a licensed, certified speech-language pathologist. By the completion of the second externship,
candidates should be prepared for a clinical fellowship year, as demonstrated by having fulfilled
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all requirements on ASHA's Knowledge and Skills Acquisition (KASA) form.
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STUDENT TEACHING REQUIREMENTS AND SUGGESTIONS FOR SITE
SUPERVISION
Requirements
Ithaca College is accredited by the American-Speech-Language-Hearing Association's Council on
Academic Accreditation in Audiology and Speech-Language Pathology (CAA). The following
requirements meet both the CAA standards and Ithaca College's Department of Speech-Language
Pathology and Audiology standards for supervision of graduate candidates:
1. An ASHA certified individual (CCC-SLP or CCC-A) must be on site or available for
consultation 100% of the time while the candidate clinician is engaged in direct client contact.
2. A minimum of 25% of direct client contact time by the candidate must be directly observed in
real time by the supervisor.
3. A minimum of 50% of the candidate’s evaluation/diagnostic sessions is encouraged.
4. The graduate candidate is expected to obtain a minimum of 100-120 hours of client contact time
for each 8-week externship.
5. Ithaca College requires that the graduate candidate be formally evaluated/graded by the site
supervisor a minimum of two times while the graduate candidate is at the placement, once at
midterm and once as a final grade. The appropriate evaluation forms should be submitted to the
Ithaca College Clinic Director when completed. Programs are encouraged to use evaluation
devices specific to their work site.
6. The supervisor should become familiar with the minimum requirements the candidate is
expected to complete over the course of the placement and act as a facilitator and advocate in
helping the candidate complete his/her requirements. Additional requirements at each location
are at the discretion of the site/supervisor.
Suggestions
1. The graduate candidate should be given a comprehensive orientation to his/her placement.
This should include a discussion of expectations, roles and responsibilities of the candidate
and supervisor as well as other professionals and staff at the placement. It is helpful for
graduate candidates to be provided with a tour of the school and to be given copies of any
written policies or procedures which must be followed, including exposure to the school’s
curriculum and Safe Schools policies.
2. Before independently administering a diagnostic test, the graduate candidate should observe the
site supervisor giving the test at least once. The first time the candidate administers a test, it is
often helpful for both supervisor and candidate to separately record data and obtain results. The
candidate and site supervisor’s results can then be compared and feedback provided to the
graduate candidate.
3. Verbal and/or written feedback should generally be provided by the cooperating teacher each
time the graduate candidate is observed. Supervisors are encouraged to consider the candidate’s
level of experience with specific disorder types in making judgments regarding clinical
performance.
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4. It may be helpful for the graduate candidate and cooperating teacher to meet once per week
for approximately one hour to discuss the candidate’s progress and areas needing
improvement. Discussions should include observations regarding therapeutic, diagnostic
and interpersonal skills as well as writing abilities.
5. It is recommended that the graduate candidate and site supervisor establish at least
two measureable goals per week for the graduate candidate to accomplish.
ACTION PLANS
The Department of Speech-Language Pathology and Audiology is committed to training competent
and caring practitioners. As required by the Council of Academic Accreditation and the Council for
Clinical Certification, candidates must demonstrate knowledge and skills in prevention, assessment
and intervention across the professional scope of practice. By the completion of the graduate
program and the second fulltime externship experience, candidates should demonstrate clinical
performance, including technical skills and generic professional abilities, which are appropriate for
entry into the profession.
In order to assist candidates in the development of these competencies, an Action Plan and/or a
Professional Improvement Contract may be implemented at any point during the clinical sequence,
including professional externships or candidate teaching experiences, should candidate performance
not meet expectations. The Action Plan documents skills requiring continued work and indicates both
goals and procedures to facilitate acquisition of the skills and the date of expected completion. The
Professional Improvement Contract can be implemented should the candidate performance not meet
expectations regarding Professional Qualities and Dispositions as outlined in Appendix A.
Typically, the Action Plan and/or the Professional Improvement Contract is initiated by the clinical
supervisor in consultation with the SLP Externship Coordinator, and/or Clinic Director and is a
formative process involving active engagement with the candidate.
Signs that an action plan may be necessary include, but are not limited to:
 Difficulty on the candidate's part with complying with clearly-stated rules and expectations of
the
site or the supervisor
 Little or no improvement in clinical or professional areas, despite guidance from the
supervisor
 Situations where a candidate demonstrates a lack of a particular skill set, and needs remedial
work in order to be effective in a specific area
Proactive contact with the college supervisor is encouraged any time the supervisor feels that extra
attention is needed for a problem. For more information about the Action Plan and/or Professional
Improvement Contract please see Appendix A.
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STUDENT TEACHING TIME LINE
The following is a suggested timeline to assist the graduate candidate and cooperating speechlanguage pathologist. Call Ms. Waller, Speech-Language Pathology Fieldwork Coordinator (607274-3714) immediately with questions and concerns.
First Week:

An approximate daily schedule, including contact information for the candidate and
supervisor, must be sent to the college supervisor.

The graduate candidate and supervisor should discuss expectations for the experience (e.g.
How will the number of people served change from week to week? How will feedback be
given: written, oral, both? Dress code? Hours expected to work? Amount of written
documentation to be completed? etc.)

All relevant policies and procedures should be reviewed. Candidates are encouraged to
become aware of the weekly routine and organizational climate/structure of the school.

Candidates are encouraged to plan times to visit/observe other classrooms in addition to
observing the cooperating SLP.

The graduate candidate should review frequently used tests and read examples of
written documentation.

Candidates should become familiar with daily documentation, including IEPs, Progress/SOAP
notes. Even if the site does not require specific session documentation, the supervisor and
candidates are encouraged to develop a system of written session notes that will meet the
needs
of the candidate, the supervisor, and the client.
Mid-Term: (4th or 5th week)
 Candidates and supervisors should determine whether there are any unresolved issues between
the candidate and supervisor. Use chain of command, but resolve any issues.

The graduate candidate should be continuously assuming greater responsibility for the
caseload.

Observations of on-site supervisor and other professionals should continue. The candidate
should be engaged in some independent therapy and diagnostic assessment.

Written documentation should be progressing.

At least two formal contacts with college supervisor should have been completed.

Both the candidate and supervisor should discuss status of the placement with the
college supervisor. A mid-term review must be completed and sent to the college
supervisor.

A review of requirements should be completed to determine remaining needs.
Final: (8th or 10th week)

Four formal contacts with the college supervisor should have been completed.

All requirements should be finished.

A final review between supervisor and graduate candidates should be completed
with a recommended grade provided. Clock hours should be signed.
Written documentation including progress reports from the site must be completed to ease
ransition for supervisor back into their full-time caseload.

The following must be sent to the clinic coordinator: clock hours, requirements checklist
and final candidate evaluation.
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REFLECTIVE SEMINARS
Over the course of each 8-week block, a series of interactive reflective seminars will be
conducted. Candidates should be prepared to discuss the following issues during these
interactions:
Reflective Seminar I
Questions:
1. What therapy or teaching techniques have you seen your cooperative teacher use to modify
instruction to meet the individual needs of children on his/her caseload?
2. What is the nature of the cultural and linguistic diversity apparent in this educational
environment?
3. What are the Safe School/Violence Prevention policies within this school?
Reflective Seminar II
Questions:
1. What has surprised you most about this experience?
2. What ethical dilemmas have you observed/encountered?
3.
What are the most effective assessment devices being used at the site, and in what
capacity?
4. What resources do you need to be more effective in this placement?
Reflective Seminar III
final week of placement
Questions:
1. What uses of technology are noted in the school and on your caseload?
2.
Describe the most important lessons you have learned through this experience.
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APPENDIX A
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Summary Rating of Professional Qualities and Dispositions
Program:____________________________
Date:_______________________
Indicate Transition Point: ______ Admission to Candidate Teaching/Externship or
______ Completion of Candidate Teaching/Externship
For candidates that do not meet expectations, please complete a Teacher Education Program Professional
Qualities and Dispositions Rating Form and follow up with a Professional Improvement Contract as needed.
This info needs to be tracked in the unit assessment system.
Please alphabetically list the
candidates being evaluated:
Overall Rating for Disposition Categories: If a candidate meets
expectations (2) for an overall disposition, please leave them
unmarked. Only indicate if a candidate is rated higher or lower
than 2 by circling the appropriate number.
e.g. 1. Jane A. Doe
Professional Responsibility
3
2
1
0
Collaboration & Communication
3
2
1
0
Professional Dev. & Reflective Practice
3
2
1
0
Professional Responsibility
3
2
1
0
Collaboration & Communication
3
2
1
0
Professional Dev. & Reflective Practice
3
2
1
0
[Repeat cells as needed for number of
candidates in cohort being evaluated]
A candidate must meet expectations for each item listed under each heading to receive a rating of 2 for that overall
category. Rating Scale: 3 Exceeds Expectations, 2 = Meets Expectations, 1 = Approaching Expectations, 0 = Not Evident
or Unsatisfactory
Professional Responsibility Overall Rating:
1. Maintains a professional appearance; dresses according to program and school guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits assignments and reports on time.
4. Demonstrates high expectations that are developmentally, culturally, and pedagogically appropriate for each
individual learner.
18
5. Abides by college, school, department, program, field placement, and professional association policies and
procedures.
Collaboration and Communication Overall Rating:
1.Fosters positive relationships & collaborates with a variety of target groups (e.g.: candidates, families, colleagues,
local community members, etc.) as appropriate.
2.Treats others with dignity, respect, & fairness.
3. Speaks and writes clearly, effectively, & appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic communication.
5.Respects privacy & confidentiality of info where appropriate.
Professional Development and Reflective Practice Overall Rating:
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out & participates in professional development opportunities.
19
Teacher Education Program Professional Qualities and Dispositions Rating Form
Candidate____________________________
Program______________________________
Evaluator __________________________
Date_________________________________
This form is to be used if a candidate receives a rating of less than a 2 for Professional Responsibility,
Collaboration and Communication, and/or Professional Development and Reflective Practice. The
form can be used for an area of concern at a transition point or at any point of the program.
Directions: Please use the rating scale below to assess these attributes and indicate which specific
area(s) are of concern with a checkmark. A candidate must meet expectations for each item listed to
receive a rating of 2 for the overall disposition.
Rating Scale: 3 = Exceeds Expectations
2 = Meets Expectations
1 = Approaching Expectations
0 = Not Evident or Unsatisfactory
Professional Responsibility
1 0
Overall Rating:
3
2
Specific
Area(s) of
Concern
1. Maintains a professional appearance; dresses according to program and school
guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits assignments
and reports on time.
4. Demonstrates high expectations that are developmentally, culturally, and
pedagogically appropriate for each individual learner.
20
5. Abides by college, school, department, program, field placement, and professional
association policies and procedures.
[Space for additional items specific to program, professional standards etc]
Comments:
Collaboration and Communication
2 1 0
Overall Rating:
3
Specific
Area(s) of
Concern
1. Fosters positive relationships and collaborates with a variety of target groups (e.g.:
candidates, families, colleagues, local community members, etc) as appropriate.
2.Treats others with dignity, respect, and fairness.
3. Speaks and writes clearly, effectively, and appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic
communication.
5.Respects privacy and confidentiality of information where appropriate.
Comments:
Professional Development and Reflective Practice
2 1 0
Overall Rating:
3
Specific
Area(s) of
Concern
21
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out and participates in professional development opportunities.
Comments:
22
Professional Improvement Contract
(Program Name)
Candidate: ____________________________________________
Department Chair, Program Coordinator, or Faculty Member:
___________________________________________________
Knowledge, Skill, or Professional Qualities Area(s) of Concern:
Remedial Action Plan:
Timeline for Action and Next Review:
Date Plan Initiated: ___________________________
Department Chair, Program Coordinator or Faculty Signature as appropriate:
__________________________________________
I understand that I must successfully complete the action plan explained above in order to continue
in my teacher education program.
Candidate Signature: ___________________________
---------------------------------------------------------------------------------------------------------------Date Plan Successfully Completed: ____________
Department Chair, Program Coordinator, or Faculty Signature:______________________
23
Department of Speech-Language Pathology and Audiology
Ithaca College Ithaca, NY
Clinical Practicum
REMEDIAL ACTION PLAN
Student: ______________________
Clinical Supervisor: ___________________
________________________________________________________________________
Skill or Knowledge area of concern:
Description of how problem was demonstrated:
Remedial Action Plan:
To be completed by: ____________________
Date
Consequence if not completed:
Date Initiated: ____________________
Student Signature: ___________________________________
Faculty Signature: __________________________________
______________________________________________________________________________________
Plan completed:
__________________________ ________________________
Student
Date
__________________________ ________________________
Clinical Supervisor Signature
Date
__________________________ ________________________
Academic Faculty Advisor
Date
24