Special Education
Student Teaching
Handbook
(2015-2016)
i
Department of Special Education
Faculty Members
Anjali Barretto
Mark K. Derby
T. F. McLaughlin
Jennifer M. Neyman
Kimberly P. Weber
Rights Reserved Statement
The provisions of this publication are not to be regarded as an irrevocable contract. The
School of Education reserves the right to modify, revoke, or add to any and all regulations
necessary to meet state and national mandates.
School of Education
Gonzaga University
Spokane, Washington 99258
Last revision September 2015
ii
Table of Contents
General Student Teaching Information
5
Suggested Schedules (9 & 12 weeks)
11
The Teacher Candidate
16
General Expectations
17
Classroom Responsibilities
17
Continuation of SpEd Student Teaching
18
Requirements for Successful Completion of SpEd Student Teaching
18
Letters of Recommendation
19
University Supervisor Paperwork
19
Document Checklist for Teacher Candidates
20
Sample Daily/Weekly Schedule
21
Behavior Management Outline
22
The Mentor Teacher
Mentor Teacher Defined
Responsibilities and Expectations
23
24
24
Getting Started and Welcoming Your Teacher Candidate
24
General
24
Formal Evaluations
25
Lesson Plan Expectations
25
Working with the University Supervisor
25
Midterm and Final Evaluation meetings with the Candidate
25
Review Board Preparation & Meeting
25
Clock Hours
25
The University Supervisor
26
University Supervisor Defined
Responsibilities of the University Supervisor
27
Expectations of the University Supervisor
28
University Supervisor Checklist
28
27
3
Dismissal of the Candidate from the Student Teaching Experience
29
Lesson Plans (Lesson Plan Criteria for Formal Observations & Optional
Templates)
32
34
edTPA Lesson Plan Template
40
edTPA Sample Lesson Plan
60
Certification
62
Co-Teaching
70
Glossary of Terms
73
Observation Forms
4
****
General Student Teaching
Information
****
5
General Student Teaching Information
Overview
Special Education Student Teaching is the intensive culminating collaborative experience where
the candidate assumes responsibility as a special education teacher and classroom leader under
the guidance of a university supervisor and mentor teacher. The purpose of this experience is to
provide candidates with opportunities to practice and reflect regarding planning, assessment,
evaluation, and classroom management in a special education classroom setting. The candidate is
expected to progressively take on responsibilities of the mentor teacher and will be in charge of
the classroom for four or more weeks (EDSE 496/696) or six or more weeks (EDSE 497/697).
Many teacher candidates will have full responsibility for six or more weeks regardless of their
course. Please refer to the course syllabus for how the student teaching experience links to
course outcomes, competencies, and program components. This manual provides detailed
information regarding student teaching.
Attendance Policy
Attendance is mandatory to successfully complete the student teaching experience. The teacher
candidate will follow the schedule of their respective site. If a teacher candidate is to be absent
for any reason, they are required to notify their mentor teacher and university supervisor. The
teacher candidate will supply lesson plans regarding lessons they are responsible for on the day of
their absence. After two absences, the teacher candidate will make up absences to the satisfaction
of all involved.
Calendar
From the beginning of the semester that student teaching is being completed, the teacher
candidate it is expected to attend and contribute at their confirmed placement as often as
possible. It is recommended that a schedule be created between the teacher candidate and the
mentor teacher to ensure agreed upon expectations. It is expected that the teacher candidate
complete a minimum of 30 hours at the site prior to starting the full day schedule. It is
recommended that the teacher candidate spend as much time as possible at the site prior to full
day experience. The reasoning for this is to develop familiarity of the students, classroom
routine, instructional methods, management procedures, and IEP information to ease into full
day student teaching.
During the first week of full day student teaching, the teacher candidate should function as a
secondary instructor providing instruction to some small or large groups of students but only
having minimal responsibility for the overall running of the class. As time progresses, the
teacher candidate should take on more duties and responsibilities. Some mentor teachers prefer
the last week to be a period of transition in which the teacher candidate gradually returns the
classroom to the mentor teacher. The mentor teacher and the teacher candidate in consultation
with the university supervisor should set up a tentative schedule for the teacher candidate to
systematically assume the teacher responsibilities so that everyone is clear as to what changes
should occur and when they should occur. Please refer to the Suggested Calendar section in this
manual for a detailed recommended schedule.
6
Roles & Responsibilities
To ensure a successful student teaching experience, recommended roles and expectations are
outlined for the teacher candidate, mentor teacher, and university supervisor.
The Special Education teacher candidate is encouraged to develop and implement
his/her own lesson plans, management systems (if appropriate), objectives for Individualized
Educational Programs, participate in parent and interdisciplinary team conferences, and conduct
formal and informal student assessments under the supervision of the mentor teacher. The
teacher candidate (unless special arrangements have been made) has the same scheduled school
hours and is expected to attend the same daily responsibilities as any teacher in the school
building. Obviously, a teacher candidate needs to put in more hours for preparation, but
scheduling those hours should be at the mutual agreement of the mentor teacher and the teacher
candidate.
The mentor teacher is to act as a role model and provide guidance in the teaching field
for the teacher candidate. The mentor teacher is to give good examples of lesson planning,
teaching strategies, classroom management procedures, and other teaching responsibilities.
Often times, the mentor teacher acts as a soundboard for the teacher candidate and offers sound
advice and recommendations. Also, the mentor teacher is expected to complete weekly
observations of the teacher candidate’s teaching.
The university supervisor is responsible for monitoring the progress of the teacher
candidate. They are expected to make weekly site visits to complete teacher candidate
observations, to provide them with recommendations, and to discuss the teacher candidate’s
progress with the mentor teacher. Also, the university supervisor will maintain the teacher
candidate Student Teaching file and paperwork.
Please see respective sections for a more detailed explanation of each role.
Lesson Plans
Teacher candidates are required to write formal lesson plans for each observation scheduled by
the university supervisor and when requested by the mentor teacher. Templates and samples are
available in the Lesson Plan Section. After a formal observation by the university supervisor, the
teacher candidate will send (e.g., through email) a written reflection with evidence of positive
impact on student learning to the supervisor no later than 48 hours after the observation or a
timeline agreed between the teacher candidate and the university supervisor. If the university
supervisor makes a drop-in visit, a lesson plan may be requested to be sent to the supervisor
within 48 hours of the lesson observed. Please refer to the Lesson Plan section for lesson plan
criteria, templates, and samples. Additional examples may be found on the EDSE 494: edTPA
seminar blackboard site.
7
Washington State Teacher Performance Assessment (edTPA)
Three Required Tasks
1. Planning Instruction and Assessment
A. Context for Learning - No more than 4 single-spaced pages
B. Lesson Plans for Learning Segment - 1-8 lesson plans (up to 4 pages each) (+5 artifact
pages)
C. Instructional Materials
D. Assessments and/or Data Collection Procedures
E. Planning Commentary – no more than 14 single-spaced pages
2. Instructing and Engaging the Focus Learner
A. Video Clips
B. Instruction Commentary – no more than 9 single-spaced pages
3. Assessing Learning
A. Completed Final Assessments
B. Completed Daily Assessment Records and Baseline Data
C. Evidence of Feedback
D. Assessment Commentary – no more than 10 single-spaced pages
E. Learner Self-Reflection(s)
Washington Student Voice (Items are found embedded within the Three required tasks.)
A. Task 1 Part E: Planning Commentary (prompts 4c-d)
B. Task 2 Part A: Video Clips
C. Task 2 Part B: Instruction Commentary (prompt 4a)
D. Task 3 Part A: Completed Final Assessments
E. Task 3 Part D: Assessment commentary (prompts 1e,2b, & 4a)
F. Task 3 Part E: Learner Self-Reflections



Other Requirements
Complete all tasks using Arial 11pt font single space text with 1” margins
Video and IEP Consent forms signed by parents/guardian for minors or individuals if adults
o Targeted student and other individuals (students, adults (school personnel, classroom
parents, etc.) in the video
Two different target skills for 1 student
Cooperating Teacher and University Supervisor Roles
Task 1
 Assist student teacher in choosing one student for edTPA
 Provide access to the student’s IEP goal(s).
 Provide approval of the selected instructional target and objectives, the number of
instructional minutes, and the time period per instructional target.
 Provide assistance, input, and/or feedback for written lesson plan and instructional plans.
Task 2
 Assist in obtaining parent/guardian consents for video recording and IEP access.
 Possibly help the student teacher video record the instructional sections.
8
All Tasks
 Respond to questions presented by candidates. Indicate whether candidates need to provide
more in depth responses, should consider modifying lesson plans, instruction, assessments,
etc., or ask questions to assist candidates in considering something they have not yet
considered or responded to.
Professional Growth Plan (PGP)
The teacher candidate must complete the Professional Growth Plan. In some cases your PGP
will be required as part of a course assignment. It is the candidate’s responsibility to make sure
the PGP is signed and turned in to the Special Education Program Assistant. Individuals who do
not turn in the PGP will not have paperwork processed to obtain certification. Please look on
blackboard for the PGP template (EDSE 494: edTPA seminar course blackboard site).
Evaluations
Weekly Observations. During formal weekly observations, the observer (university
supervisor and/or mentor teacher) will review the lesson plan, observe the teacher candidate
teaching the lesson, complete an observation form, and then debrief with the teacher candidate.
Recommended procedures for observations are explained in the respective responsibilities and
expectation sections. Forms used to document observations will be in the university supervisor
and mentor teacher student teaching packets. Mentor teachers may also request observation
forms from the university supervisor.
Midterm Evaluation. During approximately the fourth or fifth week of the student
teaching experience, the mentor teacher with collaboration from the university supervisor will
complete the midterm evaluation. The midterm evaluation is an assessment device to provide
feedback regarding progress in teaching, a forum for reflection, and instruction to in training for
the teacher candidate. It is designed to alert the teacher candidate and the university supervisor
to areas of strength and areas that need improvement. Please refer to the respective
responsibilities and expectation sections for further explanations. The midterm evaluation form
can be found in the form section. The actual form to complete will be in the mentor teacher
student teaching packet.
Final Evaluation. The mentor teacher with collaboration from the university supervisor
completes the formal final evaluation at the end of the experience. The final evaluation is
reviewed with the candidate and then the university supervisor distributes the copies and
maintains a copy to turn in for the candidate’s certification file. The final evaluation is completed
prior to the review board and then shared and signed during the review board. Please refer to the
respective roles and expectations section for further explanations. The form used to complete
the Final evaluation will be in the mentor teacher packet.
Review Board. During the last week of student teaching, the review board meeting and
paperwork will be completed. This is often completed at the same time as the final evaluation
meeting. The purpose of a review board is most often to celebrate the successful completion of
the student teaching experience with the teacher candidate. A positive review board results in a
formal recommendation to the State Department of Public Instruction for an Endorsement in
Special Education. The participants of the review board must include the teacher candidate,
9
mentor teacher, university supervisor, and another professional (usually a professional
association member). If any of these parties does not feel the teacher candidate should be
recommended for an Endorsement in Special Education, then the review board should not be
scheduled and options for further training, remediation, and observation should be discussed.
Typically the review board lasts around 30 minutes.
Also, all necessary paperwork for the teacher candidate’s file should be given to the university
supervisor at the review board. See the Certification checklist for the list of necessary
documents.
In addition, the review board form must be completed and signed by all review board attendees
(teacher candidate, mentor teacher, university supervisor, and another professional). Refer to the
form section for the review board form. The form used to complete the Review Board will be in
the university supervisor packet.
Role Evaluations. The Special Education department values the views of candidates,
mentor teachers, and university supervisors and seeks to provide the best training possible. With
this in mind, we ask that each participant evaluate others involved with the student teaching
experience. This feedback is used to keep current in the field and meet the needs of our
constituencies.
If any concerns exist regarding any of the participants, concerns should be brought up early so
that they can be addressed and resolved to the satisfaction of all parties concerned. If you have
any additional questions, need clarification or wish more specific guidelines, please contact the
Director of Special Education Student Teaching or the Department Chair. The forms used to
complete role evaluations will be in each candidate’s packet, each supervisor’s packet, and each
mentor teacher’s packet.
Co-Teaching
The concept of co-teaching was developed by the Teacher Quality Enhancement Center at St.
Cloud State University through the Teacher Quality Enhancement Grant funded by US
Department of Education. (Below is their website.) It is generally defined as two teachers
working together with groups of students and sharing the planning, organization, delivery, and
assessment of instruction as well as the physical space. Both teachers are actively involved and
engaged in all aspects of instruction. During the special education student teaching experience
the opportunity for co-teaching will be presented and recommended. More information regarding
the use of the co-teaching can be found in the Co-Teaching section of this manual as well as at
the website provided.
http://www.stcloudstate.edu/soe/coteaching/
10
****
Suggested Schedule
(9 & 12 weeks)
****
11
Suggested Schedule Prior to Beginning Full-time Student Teaching
Experience
Once the student teaching placement is secured, the teacher candidate begins regular visits to the
assigned classroom for a range of 30-60 hours prior to beginning full time student teaching. During
this time, the teacher candidate starts to work with individual students and in small groups and
becomes familiar with procedures/routines in the classroom, disciplinary policies, curriculum
guides, and school facilities. Initiative should be taken to introduce him/herself to the building
administration team and other faculty members. In addition, assessments and course assignments
related to the student teaching experience may be started.
Suggested Schedule for the 9-week Student Teaching Experience
Week 3
Week 2
Week 1
30+ hour
Teacher Candidate Activities
 Observe/assist students and mentor teacher
 Familiarize self with student files, daily
schedule, teaching procedures, classroom
management, curriculum, and staff
 Work with individual students and small groups
 Complete student and classroom characteristics
for WA edTPA
 Continue prior expectations
 Plan and teach individuals and/or small groups
 Utilize classroom behavior management system
 Observe assessment(s)
 Attend faculty/school meetings regularly
 Observe family/parent conference or interaction
 Work with mentor teacher to plan lessons for
the next week
 Continue prior expectations
 Plan and teach individuals, small and/or whole
group activities
 Plan and teach in at least 1 content area
 Prep lessons for the next week or two, consult
with mentor teacher.
 Complete student assessment
 Collect data
 Continue prior expectations
 Plan and teach approximately 30 to 50% of the
school day
 Collect data regarding student progress
 Implement behavior management plans
Mentor Teacher Activities
 Model teaching procedures
 Explain management system and plans
 Identify target children for individual and/or
small group work
 Show candidate school and introduce to school
staff
 Make weekly observation and evaluation
 Identify and schedule small group work for
candidate
 Assist candidate in developing lesson plans for
the next week
 Make weekly observation and evaluation
 Plan with candidate a schedule for teaching
 Supervise assessment
 Review lesson plans for the next week and
provide suggestions for modifications if needed
 Make weekly observation and evaluation
 Complete probe evaluations
12
Week 4
Week 5-8
Week 9
 Continue prior expectations
 Make weekly observation and evaluation
 Plan and teach approx 50 to 80% of the school
 Complete Mid-term evaluation in collaboration
day
with university supervisor
 Plan and coordinate team activities
 Arrange for MDT meeting (if possible)
 Attend MDT meeting (if possible)
 WA edTPA lesson plan guidelines
 Video first lesson
 Continue prior expectations
 Make weekly observation and evaluation
 Take complete responsibility for classroom
 Monitor IFSP (or) IEP development
 Washington State Lesson Plan for edTPA
 If possible, arrange for teacher candidate to
attend Interagency meeting
 Participate in IEP (or) IFSP development
 If possible, arrange for teacher candidate to
 If possible, attend Interagency meeting
observe a variety of classrooms/schools during
 Arrange to observe in a variety of
last week
classrooms/schools during last week
 Arrange for review board
 Identify and invite professional to complete a
formal observation and attend the review board  Identify target children for home program plans
 Take responsibility for communication with
parents, team, and principal
 Plan and carry out home programs (if applicable)
 Review your student teaching document
checklist
 Begin transition of less responsibility of the
 Begin transition of more responsibility of the
classroom
classroom
 Attend review board
 Attend review board
 Update Placement File
 Complete final evaluation
 Complete certification and endorsement file
 Evaluate university supervisor
 Observe various classrooms (if possible)
 Complete candidate letter of recommendation
 This is a recommended sequence of activities that should be adjusted
according to your school's schedule of events.
13
Suggested Schedule Prior to Beginning Full-time Student Teaching
Experience
Once the student teaching placement is secured, the teacher candidate begins regular visits to the
assigned classroom for a range of 30-60 hours prior to beginning full time student teaching. During
this time, the teacher candidate starts to work with individual students and in small groups and
becomes familiar with procedures/routines in the classroom, disciplinary policies, curriculum
guides, and school facilities. Initiative should be taken to introduce him/herself to the building
administration team and other faculty members. In addition, assessments and course assignments
related to the student teaching experience may be started.
Sample Calendar of Activities for a 12-Week Student Teaching
Week 3
Week 2
Week 1
30+ hour
Teacher Candidate Activities
 Observe/assist students and mentor teacher
 Familiarize self with student files, daily
schedule, teaching procedures, classroom
management, curriculum, and staff
 Work with individual students and small groups
 Complete student and classroom characteristics
for WA-edTPA
 Continue prior expectations
 Plan and teach individuals and/or small groups
 Utilize classroom behavior management system
 Observe assessment(s)
 Attend faculty/school meetings regularly
 Observe family/parent conference or interaction
 Work with mentor teacher to plan lessons for
the next week
 Continue prior expectations
 Plan and teach individuals, small and/or whole
group activities
 Plan and teach in at least 1 content area
 Prep lessons for the next week or two, consult
with mentor teacher.
 Complete student assessment
 Collect data
 Continue prior expectations
 Plan and teach approximately 30 to 50% of the
school day
 Collect data regarding student progress
 Implement behavior management plans
Mentor Teacher Activities
 Model teaching procedures
 Explain management system and plans
 Identify target children for individual and/or
small group work
 Show candidate school and introduce to school
staff
 Make weekly observation and evaluation
 Identify and schedule small group work for
candidate
 Assist candidate in developing lesson plans for
the next week
 Make weekly observation and evaluation
 Plan with candidate a schedule for teaching
 Supervise assessment
 Review lesson plans for the next week and
provide suggestions for modifications if needed
 Make weekly observation and evaluation
 Complete probe evaluations
14
Weeks 4-5
Weeks 6-11
Week 12
 Continue prior expectations
 Make weekly observation and evaluation
 Plan and teach approx 50 to 80% of the school
 Complete Mid-term evaluation in collaboration
day
with university supervisor
 Plan and coordinate team activities
 Arrange for MDT meeting (if possible)
 Attend MDT meeting (if possible)
 WA edTPA lesson plan guidelines
 Video tape first lesson
 Continue prior expectations
 Make weekly observation and evaluation
 Take complete responsibility for classroom
 Monitor IFSP (or) IEP development
 WA edTPA lesson plan guidelines
 If possible, arrange for teacher candidate to
attend Interagency meeting
 Participate in IEP (or) IFSP development
 If possible, arrange for teacher candidate to
 If possible, attend Interagency meeting
observe a variety of classrooms/schools during
 Arrange to observe in a variety of
last week
classrooms/schools during last week
 Arrange for review board
 Identify and invite professional to complete a
formal observation and attend the review board  Identify target children for home program plans
 Take responsibility for communication with
parents, team, and principal
 Plan and carry out home programs (if applicable)
 Review your student teaching document
checklist
 Begin transition of less responsibility of the
 Begin transition of more responsibility of the
classroom
classroom
 Attend review board
 Attend review board
 Update Placement File
 Complete final evaluation
 Complete certification and endorsement file
 Evaluate university supervisor
 Observe various classrooms (if possible)
 Complete candidate letter of recommendation
 This is a recommended sequence of activities that should be adjusted according to your
school's schedule of events.
15
****
The Teacher Candidate
****
16
Teacher Candidate Information
General Expectations
 Review and be responsible for content contained in the Special Education Candidate
Handbook and the Special Education Student Teaching Handbook.
 Follow the suggested schedule provided above.
 Be open to communication between yourself, the mentor teacher, the university
supervisor and other school personnel.
 Demonstrate professional behavior reflecting high professional standards at all times.
(refer to SpEd Candidate Handbook and the University Student Handbook)
 Have appropriate lesson plans completed as deemed necessary by the mentor teacher and
university supervisor.
 Provide adequate time for instructional preparation and collaboration with your mentor
teacher and university supervisor.
 Maintain a weekly classroom schedule of lessons and activities. A blank weekly
schedule is available for use in this section.
 Complete at least 9 weeks (for EDSE 496/696) or 12 weeks (for EDSE 497/697) of
Special Education student teaching or non-teaching experiences (EDSE 495).
 Complete required documents as outlined on the Document Checklist for Teacher
Candidates found in this section.
 Develop and implement several lessons using the Washington State Teacher Performance
Assessment for Special Education lesson plan guidelines. See the sample lesson plan and
guidelines in the ‘Lesson Plan’ section of this handbook.
 Provide written lesson plans for every observation scheduled by the university supervisor
and send reflections of the lessons within 48 hours or as determined by the university
supervisor.
 Earn a passing score on the final evaluation for Special Education student teaching
 Arrange for one professional (usually a member of the local teacher association) to
complete a formal observation and sign in support of a successful student teaching
completion at the review board.
 Pass the review board.
 The teacher candidate must meet with a representative in the Certification Office to be
sure that the certification file is complete.
 Complete and turn in a signed copy of the Professional Growth Plan (PGP) as specified
in the PGP section of this manual. Criteria and a sample are provided in the PGP section
of this handbook.
Classroom Responsibilities
 Follow the district’s calendar for attendance, not that of the university during the
semester student teaching is completed until designated weeks required are completed.
 Follow the regular work hours of the mentor teacher and participate in all professional
development opportunities available during the experience.
 Participate in all school functions and activities typically expected of the special
education teacher.
17
 Know school policies pertaining to teaching responsibilities (discipline, safety
procedures, first aid procedures, use of equipment, copying…) and your functions in
relation to the district, school building, and classroom.
 Notify the school/mentor teacher immediately if any absence or tardiness is necessary.
 Accept complete responsibility for and satisfactorily complete planning, preparation, and
implementation of all facets of the instructional process which are ordinarily the
responsibility of the mentor teacher, for a designated period of time, not less than four
weeks (not less than six weeks if this is a 12-week student teaching experience, without a
regular student teaching experience completed or planned).
 Identify and achieve desired educational and behavioral outcomes for individual children
using appropriate special education strategies and materials should include the use of
computer and assistive technology.
 Develop and implement appropriate data based evaluation methods to accurately assess
and report student learning and progress. Use data to assist in instructional decisionmaking.
 Establish effective and appropriate attitudes, communication, and collaboration with
parents, paraprofessionals, volunteers, and professionals involved in the special education
process.
 Accept feedback in a positive and professional manner and implement suggestions
intended for professional and personal growth. Collaborate in establishing training
objectives and be active in self-evaluation.
Continuation of SpEd Student Teaching
The candidates must:
 Follow school district policies and guidelines
 Have satisfactory progress reported by the university supervisor
 Follow the guidelines outlined in the Special Education Student Teaching Handbook
 Have satisfactory progress as indicated on the Midterm Evaluation completed by the
mentor teacher and reviewed by the university supervisor
 Have no uncorrected problem behaviors or inappropriate dispositions indicated on the
Concerns Checklist
If the student is not meeting the criteria for continuation in Special Education Student Teaching,
then, in most circumstances, a Remediation Plan will be developed by the mentor teacher and
university supervisor, specifying the problems in order to continue with student teaching.
Notification of this decision will be given in writing by the department chair within fifteen (15)
calendar days from the decision.
Requirements for Successful Completion of SpEd Student Teaching (EDSE 496/696 or 497/697)
The candidate needs to have:
 Completed at least nine weeks (for EDSE 496/696) or 12 weeks (for EDSE 497/697) of
Special Education student teaching
 Followed school district polices
 Taken over all the responsibilities of the mentor teacher for at least four weeks (EDSE
496/696) or six weeks (EDSE 497/697)
18







No unresolved disposition concerns
Passed the midterm and final evaluation for SpEd Student Teaching
Passed all criteria in the Washington State Teacher Performance Assessment (edTPA)
completed by the university supervisor with the assistance of the mentor teacher along
with a copy of the completed lesson plan
Passed the review board. In attendance will be the teacher candidate, mentor teacher,
university supervisor, and one other professional (usually a member of the local teacher
association) who has observed the teacher candidate. After this review, the mentor
teacher, university supervisor, and third professional will need to sign the review board
form indicating the teacher candidate has passed.
Completed and turned in to the Special Education office a signed copy of the
Professional Growth Plan.
Met with a representative of the Certification Office to be sure that the certification
paperwork is complete.
A completed SpEd teaching file will be transferred to the Certification Office.
If the teacher candidate does not meet the minimum criteria for completion, the university
supervisor and mentor teacher in consultation with the department chair may create a
Remediation Plan individualized to the candidate.
 Notification of this decision will be given in writing by the department chair within
fifteen (15) calendar days from the decision.
Letters of Recommendation. The mentor teacher and university supervisor will each write a
final evaluation in the form of a letter of recommendation to be put in the teacher candidate’s
certification file. Please request your own letters of recommendation as these letters cannot be
shared with you or future employers.
University Supervisor Paperwork. The university supervisor will be responsible for returning
the completed review board form, the SpEd Final Evaluation of student teaching, and the
supervisor’s final letter of evaluation of the candidate to the Department of Special Education.
19
Document Checklist for Teacher Candidates
 Course Summary
o Must be completed and signed by candidate and advisor. It is the candidate’s
responsibility to turn into Special Education Office.
 Teacher Performance Assessment (edTPA)
 Written Lesson Plan(s)
 Professional Growth Plan
o Must be complete and signed and turned into the university supervisor at the
review board or with the instructor of the EDSE 494 earlier in the semester.
 Take and pass West-E/NES content test(s)
It is your responsibility that all required paperwork and courses are successfully completed in
your Special Education file
 Acceptance into Teacher Certification
 Resume
 Philosophy Statement
 Final Evaluation from mentor teacher
 Final Evaluation from university supervisor
 Letter of Recommendation from mentor teacher
 Letter of Recommendation from university supervisor
 Certification Program Acknowledgement
 Certification Requirements
20
Sample Daily/Weekly Schedule
NAME
HOME PHONE
SEM/YEAR
SCHOOL PHONE
TEACHER'S NAME
Home Phone
INSTRUCTIONAL AIDE(S) NAME
Home Phone
PRINCIPAL'S NAME
SCHOOL SECRETARY'S NAME
Time
Monday
Tuesday
Wednesday
Thursday
Friday
8:00
9:00
10:00
11:00
12:00
1:00
2:00
3:00
4:00
21
Behavior Management Outline
Note: If possible, teacher candidates are recommended to plan and implement a Behavior
Management Plan. A template is available to complete the process. Be sure observations, plan,
and implementation of the Behavior Management Plan is approved by the mentor teacher.
Teacher Candidate
Child's Name
1.
Current behavior(s) targeted for change:
2.
Baseline or pretest data results:
3.
Identified antecedent(s) or conditions of target behavior:
4.
Identified reinforcer(s) of target behavior:
5.
Proposed intervention technique:
6.
Mentor teacher's comments and/or modification on proposed intervention technique:
7.
Summarize student outcome data collected during intervention phase:
8.
Results of repeated baseline data and/or posttest data:
9.
Analysis/results of behavior management intervention based on child outcomes:
22
****
The Mentor Teacher
****
23
Mentor Teacher Defined
Gonzaga University works with area school districts to place teacher candidates with mentor
teachers who have a minimum of three years’ experience. Mentor teachers possess skills in
current best practices, demonstrate strong supervisory skills, model professionalism, and
demonstrate good rapport/communication skills.
Responsibilities & Expectations
Getting Started and Welcoming Your Teacher Candidate
 Prepare the special education students and their parents for the assignment of the teacher
candidate to your classroom.
 Arrange to meet with your teacher candidate before the official start of the experience.
 Provide an orientation for the teacher candidate to the classroom, the students and
parents, the building facility, the faculty, professional staff, and support staff.
o Tour the school...staff work areas, the lounge, adult restrooms, etc.
o Review items in your District/School’s faculty handbook that directly affect the
teacher candidate: the contractual day, issues related to school security, etc.
o Share that “bit of information” that matters: “There is a ‘Peanut Free’ table in the
cafeteria” or “Staff members never park in Lot A.”
 Orient the teacher candidate to your responsibilities in terms of instruction, evaluation,
record keeping, school routines, and other professional responsibilities.
o Discuss classroom rules and expectations for P-12 student behavior as well as
acceptable rewards and consequences. Review the School’s Student Handbook.
 Explain any staff activities or special events the teacher candidate could choose to
participate in or attend.
 Assist the teacher candidate in accessing materials and resources (particularly advanced
technology), schedules, student files, curriculum guides, etc.
General
 Model and support appropriate attitudes, values, planning, best teaching practices,
instruction, evaluation, classroom management, collaboration, and professionalism.
 Collaborate with the university supervisor in the evaluation and training of the teacher
candidate.
 Notify the university supervisor of any concerns or notable achievements and meet
regularly to share observations and plan training objectives.
 Review all of the Mentor Teacher Section of the SpEd Student Teacher Handbook.
 Turn in the 3 Mentor Teacher Honoraria Forms including the Clock hours form (see
Clock Hours section below for more information).
 Use the suggested timeline and evaluate candidate progress regularly.
 Provide at least one formal observation including a write-up or use of the observation
forms provided by the University Supervisor.
 Consider attending with your teacher candidate the student teaching celebration dinner at
the end of the term.
24
Formal Evaluations
 Complete the midterm evaluation with collaboration of the University Supervisor.
 Complete final evaluation with collaboration of the University Supervisor, as needed.
 Participate in review board.
 Provide a final letter of recommendation to be placed in the teacher candidate’s
certification and placement file.
 Complete an evaluation of the University Supervisor.
Lesson Plan Expectations
As a Mentor Teacher you may request daily lesson plans be written for all instruction performed
by the teacher candidate. It is also the Mentor Teacher’s decision as to when these plans need to
be completed for review/modifications. The format for these plans may be arrived at in
collaboration with the teacher candidate.
Working with the University Supervisor
It is important that you also share your observations, commendations, and concerns regarding the
teacher candidate with the university supervisor during weekly visits. Particular emphasis
should be placed on the teacher candidate’s effectiveness at promoting positive student
outcomes, individualized instruction necessary to assure all students learn, and use of
technology. Do not hesitate to let the University Supervisor know if you disagree with any
recommendations made; it is important that the teacher candidate receive consistent (not
conflicting) feedback and suggestions.
Midterm and Final Evaluation meetings with the Teacher Candidate
The Mentor Teacher with the University Supervisor will share the Midterm and Final evaluation
scores and comments with the teacher candidate. At the meeting to review the Midterm rankings
the team will work cooperatively to identify goals for any area(s) targeted for growth to be
observed prior to the Final Evaluation.
Review Board Preparation and Meeting
If possible, the Mentor Teacher (with input from the teacher candidate) should choose a
professional who is familiar with the special education classroom or site. This person should
formally observe the teacher candidate about one week, if possible, before the review board. If
the additional professional identifies problems with the teacher candidate's performance, then the
teacher candidate and the university supervisor should be informed of the area(s) needing
improvement and a second observation arranged so that the teacher candidate's performance may
be reassessed before the review board.
An invitation to observe the teacher candidate and participate in the review board should be
made to the principal. The teacher candidate, mentor teacher, and/or university supervisor may
extend this invitation. If the principal can only observe once or twice, then it is preferable to be
done at a time when the teacher candidate can demonstrate his or her teaching skill at its best.
Clock Hours
The mentor teacher is eligible to receive 10 clock hours per semester, not to exceed 20 clock
hours during a calendar year, for mentoring a SpEd Teacher Candidate from Gonzaga. The clock
hour forms will be provided in the Mentor Teacher packet and the Mentor Teacher should retain
the document until they are ready to submit to renew their teaching certificate.
25
****
The University Supervisor
****
26
University Supervisor Defined
The University Supervisor has the responsibility to assist in the development and evaluation of
the teacher candidate. The University Supervisor also serves as the liaison between the teacher
candidate, mentor teacher, the District, and the University. They work in a close partnership with
the mentor teacher in the development of the teacher candidate. University Supervisors have the
minimum qualifications of a Master’s degree and are current in education best practices.
Frequently these individuals are full-time or adjunct faculty.
Responsibilities of the University Supervisor
 Review the Special Education Teacher Candidate Handbook
 Communicate expectations and supervisory practices to the Mentor Teacher, the Teacher
Candidate, and to the School Principal, if needed
 Observe and record data regarding the teacher candidate on a weekly basis and provide
immediate written and oral feedback to the Mentor Teacher and the teacher candidate.
 Consider and act on any concerns or recommendations made by the Mentor Teacher
and/or the teacher candidate.
 Organize and facilitate sharing of the Midterm evaluation and, upon successful
completion of student teaching, Final evaluation and the Review Board.
 Assist student teacher regarding content needed for the Washington Teacher Performance
Assessment edTPA.
 As early as possible, in situations in which the teacher candidate is not progressing
satisfactorily, and to ensure every possibility of successful completion of the Student
teaching experience, the Supervisor should notify the Special Education Student Teacher
Placement faculty member and Chair of the Special Education Department. The
supervisor then works closely with the mentor teacher, the School Principal, the
placement faculty, Department Chair, and the teacher candidate to determine:
o needed improvements stated in clear, goal-oriented terms,
o specific strategies to obtain these outcomes,
o consequences of not completing the plan adequately within specified timelines,
o and a point at which student teaching placement may be terminated.
 The university supervisor is responsible for returning the completed Review Board form,
the Special Education Final Evaluation of Student Teaching, and the supervisor’s final
letter of evaluation to the student’s file in the Department of Special Education.
 The university supervisor will write a final evaluation in the form of a letter of
recommendation to be put in the teacher candidate’s certification and placement file.
 Keep complete and detailed records to be filed in the teacher candidate's certification file
in The School of Education. These records include completed direct observations,
Midterm evaluation, Final evaluation, complete edTPA, Lesson Plans, Review Board,
and final letter of evaluation by the university supervisor.
27
Expectations of the University Supervisor
 Make weekly visits to student teaching site for observations
 Evaluate lesson plans
 Remind Mentor Teachers to mail in the Honoraria and Clock hours forms
 9 to 12 observations with attached supervisor notes, lesson plan and reflection
 Collaborate with the mentor teacher to complete the Midterm evaluation.
 Collaborate with the mentor teacher to complete the Final evaluation.
 Assist with edTPA understanding and content needed.
 Hold a review board for the teacher candidate
 Provide a letter of recommendation and confidential form for the teacher candidate
 Collect and turn in all required paperwork
 Turn in an evaluation of mentor teacher
 Maintain accurate mileage log
University Supervisor Checklist
Turn in completed
 Instructional Teaching Observation Forms
 Observation Summary Form
 Midterm evaluation
 Final evaluation
 Review Board Form
 Recommendation Letter
 Evaluation of the mentor teacher
 Mileage forms
28
****
Dismissal of the
Candidate from the
Student Teaching
Experience
****
29
Conflict Resolution
If an issue arises regarding any part of the student teaching follow the listed procedure.
1. The mentor teacher and teacher candidate discuss the concern.
2. If necessary, mentor teacher/teacher candidate informs the university supervisor of
concern.
3. If necessary, mentor teacher or university supervisor may include the Special Education
Student Teaching Placement Faculty member.
4. The Special Education Student Teaching Placement Faculty member, in collaboration
with the mentor teacher/school administration and university supervisor, reserves the
right to remove any teacher candidate from any student teaching placement.
Dismissal from Student Teaching
The teacher candidate may be dismissed from the student teaching practicum if:
 The candidate repeatedly fails to adhere to school district policy
 The candidate fails to correct behaviors or dispositions indicated on the Concerns
Checklist
 The candidate fails to meet the minimum standards/performance expected by the
profession and individuals evaluating performance.
 The candidate fails to meet the requirements and timeline set forth in a Remediation Plan
for meeting the minimally acceptable criteria in the Special Education Student Handbook
 The mentor teacher and supervisor reach consensus to dismiss the candidate due to
seriously inappropriate ethical or illegal behavior
 Notification of this decision will be given in writing by the Special Education department
chair within fifteen (15) calendar days from the decision.
Appeal Process
The candidate may appeal a dismissal from Special Education student teaching
by using the appeal process described in the Special Education Student
Handbook and/or the Fair Process Manual.
30
DISMISSAL OF CANDIDATE
FROM SPECIAL EDUCATION STUDENT TEACHING PLACEMENT
Department of Special Education
School of Education, Gonzaga University
Date: ____________________________________
The candidate, _____________________________________________, is being removed from
a student teaching placement at _________________________________________________
school in __________________________________________ district for the following reasons.
(University Supervisor Name)
(Signature)
(Date)
(Mentor Teacher Name)
(Signature)
(Date)
(Candidate Name)
(Signature)
(Date)
(SpEd Department Chair Name)
(Signature)
(Date)
cc: School of Education Dean
31
****
Lesson Plans
(Lesson Plan Criteria for Formal Observations
& Optional Formats)
Sample edTPA Lesson Plan
****
32
Lesson Plan Criteria for Formal Observations
Teacher candidates must write detailed formal lesson plans throughout the student teaching
experience. For the university supervisor, lesson plans must be written for each weekly
observation, while predetermined formal observations will be agreed upon with the mentor
teacher.
The lesson plan should be provided to the university supervisor or the mentor teacher prior to the
observation day. This is so the university supervisor or the mentor teacher can provide
constructive feedback.
The university supervisor will determine the best process with the teacher candidate for
previewing lesson plans and obtaining hard copies of the lesson plans. For example, the teacher
candidate can e-mail the completed lesson plan for the university supervisor to preview, receive
constructive feedback, and then give a paper copy on the day of the observation with any
recommended revisions.
In this section, lesson plan templates and samples are provided. Teacher candidates are not
required to use any of these templates; however minimum criteria must be included for each
weekly lesson plan.
At minimum, every formal lesson plan must include:
 Teacher candidate’s name and lesson date
 Lesson subject and time length
 Objective (in observable terms) & Criteria
 Materials
 Instructional Task Analysis
 Instructional Correction Procedures
 Data Collection Procedures and Evaluation Form
 Accommodations / Modifications
 Behavioral Management Procedure(s)
 Back Up Activity
33
edTPA Lesson Plan Template
Name: ___________________________
Theme: __________________________
Date of Lesson: ____________________
Scheduled Lesson: _________________
edTPA
Lesson Activity:
Assistants: (Identify at least one assistant)
Task
1 LP
1 PC1e
Setting &
Positioning:
Lesson Plan Content - (Where and how will you set up
the lesson? On the floor, at the table, felt board?
Where will you sit or be positioned?)
1 LP
Materials &
Resources Used:
(Crayons, paper, book, etc.)
Time of Lesson: ___________________
Commentary - (Explain why this set up is occurring.
Specify and provide reasoning for any individual features
or modifications/accommodations necessary for your
targeted learner.)
(Resources must be referenced in APA, e.g., books, curriculum, etc.)
1 LP
Vocabulary
Facilitated:
(3 or 4 target words related to theme & activity)
34
1 LP
1 PC2
Targeted Skill(s):
Lesson Plan Content - (Which skills are the focus of
this lesson?
Commentary – (Explain the skill’s importance.)
Commentary
could be
moved out if
LP ia over 4
pgs
1 LP &
1PC1
Instructional Target
1PC1d
State Standards or
Early Learning
Standards
3 Part Objective
Condition: (Materials,
directions, etc.)
Behavior:
observable terms
(detectable through
at least one sense)
Criteria:
in measurable terms:
(how well?)
Supporting Target
(List the number and text of the standard. Include only list the relevant part(s).)
State Standards or
Early Learning
Standards
3 Part Objective
Condition: (Materials,
directions, etc.)
Behavior:
observable terms
(detectable through
at least one sense)
(List the number and text of the standard. Include only list the relevant part(s).)
1 LP &
PC1b
1 PC1d
1 LP &
PC1b
Given
the children will
on ____ of ____ trials. OR within _____ attempts.
Given
the children will
35
Criteria:
in measurable terms:
(how well?)
on ____ of ____ trials. OR within _____ attempts.
Instruction
1LP
Instructional/
Intervention
Strategies:
What strategy or strategies will you use to instruct or teach your lesson?
1LP
Description of
Activity (Learner):
Task analysis of what children will do.
1. Children will
2. Children will
3.
4.
5.
1LP
Lesson Beginning &
Anticipatory Set:
(How will you activate the students’ prior knowledge and experiences? What will you say or do to interest or hook
the children in the activity?)
1LP
Teaching Procedure:
Specifically state which teaching procedure(s) you will perform. How will you model and provide direct, explicit
instruction?
1LP
State what you will
say & do as you give
instructions
(Teacher):
Lesson Plan Content - (Task analysis of your teaching
1.
2.
3.
4.
5.
procedures/steps. State your guided practice.)
36
1LP
Maintenance &
Generalization
Strategies:
What strategy or strategies will you use to promote the student keeps/maintains the skill for another lesson or day?
What strategy or strategies will you use to promote the student generalizes the skill/information to another task,
day, person, setting, etc.
1LP
Reinforcement
Strategies:
How will you reinforce participation and correct responses? What probable reinforcers will you use for on-task
behavior(s)?
Assessment
1PC6a
Assessment
Measures
Name at least on type of assessment measure that you will employ to assess the students’ performances. What
specifically will you assess?
1PC6a
Formative
Assessment
How will you immediately determine whether students have learned in order to make any immediate changes?
1PC6a
Summative
Assessment
How will you determine whether students have met the instructional targets at the end of your lesson?
1PC6a
Data Collection:
What kinds of data will you collect to show learning has occurred? (Circle used data procedures.)
Event
1PC6a
Data Sheet
Permanent Product
Duration Recording
6-sec partial interval Other:________________________
On a separate piece of paper design a data sheet to record the students’ performances according to your
instructional targets.
37
1PC6a
1PC6a-c
Error and
Corrections:
Adaptations:
For Group Learning
What errors might children make? (e.g., content error, noncompliance, random, systematic, prerequisite) What will
you do to correct these?
Need
Level
Student Name(s)
Accommodations / Modifications / Assistive Technology / Specialized Teaching
Strategy
Low
Med
High
For Individual
Learning
#1
#2
#3
#4
Strategies for
behavioral
management & use of
1:1 assistance:
Back up activity:
38
Data Form
(Design Your Own)
How effective was this lesson? Did you meet your objective? Which students met it, and which did not? Were the
students on-task?
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
What changes would you make to this lesson? Focus on on-task behaviors, student participation, reinforcement, task
analysis, activity involvement, and teacher presentation.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
39
Lesson Activity:
Setting & Positioning:
Materials & Resources
Used:
Vocabulary Used
Target Goal(s):
Early Learning
Standards
3 Part Objective
Condition:
Behavior:
Criteria:
State Standards or
Early Learning
Standards
3 Part Objective
Condition:
Behavior:
Criteria:
Instruction/Intervention
Sample Lesson 1
Primary Set 1: T
Supporting Set 1: Square
The lesson will take place inside the special education preschool classroom. Learning and instruction will take place
at a table located on the side of the preschool classroom. The learner will be sitting next to the instructor at a table
for one-on-one instruction. One-on-one instruction will be provided for the focus learner because he requires a
significant amount of prompting and re-direction. The amount of prompting and re-direction in which he needs would
negatively impact both him and other peers if instruction were to be given in a group setting.
Materials: whiteboard markers, whiteboard, an instructor created name writing practice sheet with 4 horizontal
boxes, stickers, iPad, HWT ® wooden manipulatives, Handwriting Without Tears ® Letter T Card HWT ® Get Set
for School worksheets, HWT ® This is My Name worksheet white printer paper, markers.
Resources: Handwriting Without Tears ® (Olsen, 1998) wooden letter manipulatives; Handwriting Without Tears ®
(Olsen, 1998) Letter T Card; Handwriting Without Tears ® worksheets derived from Get Set for School (Olsen,
2003); HWT ® (Olsen, 2003) This is My Name worksheet, Model/Lead/Test strategy; modified
imitate/trace/copy/memory procedure.
Trace, Copy, Write, Draw, Square, Big line down, Little line across, Top, Bottom, Frog Jump
Primary: Writing the letter T independently with the appropriate size, shape, and form. This skill is important
because it is the first letter in the focus learner’s name and the first step in enabling him to independently and legibly
writes his name.
Supporting: Drawing a square independently with appropriate size, shape, and form.
Instructional/Primary Target
Writing, Age 4-5, Section 5. Communication (Literacy), Domain: Pre-academic/Writing, Begin to print or copy own
name.
Given the written prompt “Name:__” on a piece of paper paired with the instructional cue “Write your name!”
The focus learner will independently write the letter T
With proper size, shape, and form with 100% accuracy (3 points: size, shape, and form)
Supporting Target
Fine Motor, Age 3-4, Section 3. Touching, seeing, hearing, and moving around. Domain: Using the small muscles
(fine motor skills). Draw some shapes and lines.
Given the prompt “draw a square, circle, and triangle”
The focus learner will independently draw a square
With proper size, shape, and form with 100% accuracy (3 points: size, shape, form).
Instruction
Model/Lead/Test; Imitate/Trace/Copy/Memory; Hand-Over-Hand
40
Lesson Beginning &
Anticipatory Set:
Description of Activity
(Learner):
The learner will be asked what the first letter of his name is. The learner will be told that he will be learning how to
write the first letter of his name without any help. The instructor will introduce the letter by saying, “Do you any
words that start with T? T name? T sounds? T days? Well your name starts with T so we are going to learn how to
write it all by ourselves today!”
1. The learner will write his name and draw a square, triangle, and circle.
2. The learner will be asked what we are learning how to do and why it is important.
3. The learner will be presented with the whiteboard and the verbal instructions of how to draw a square.
4. The learner will watch as the teacher models how to draw a square.
5. The learner will trace over the square three times using the instructor’s square as a visual guide.
6. The learner will watch as the instructor erases and draws another square with verbal instructions.
7. The learner will copy a square in the space next to the square made by the instructor.
8. The learner will draw the square from memory.
9. Learner will be presented with Handwriting Without Tears ® wooden manipulatives to introduce how to correctly
form the letter.
10. The learner will watch as the instructor models which wooden pieces to use and how to correctly form the letter
T using the wooden manipulatives.
11. The learner will say, with the instructor, how to form the letter while the instructor creates the letter using the
wooden manipulatives.
12. The learner will be given the wooden manipulatives to create the letter while saying the correct formation.
13. The wooden manipulatives will be taken away from the learner and the learner will imitate the teacher by saying
the correct formation as the instructor hands the wooden pieces to the learner to independently form the letter.
14. The learner will be presented with the HWT ® Get Set for School worksheet to reinforce proper letter formation
and size.
15. The learner will be presented with the whiteboard and will watch the instructor create the letter on the
whiteboard.
16. The learner will be asked to trace over the letter written by the instructor three times.
17. The learner will erase the whiteboard and will watch as the instructor writes the letter again on the whiteboard.
18. The learner will write the letter next to the instructor’s letter.
19. The learner will write the letter from memory on the whiteboard.
20. The learner will be given a strip of paper with 4 vertical boxes for practice in which the learner will write the letter
4 times to reinforce proper size and formation.
21. The learner will watch as the instructor models how to write the learner’s name on the first line of the HWT ®
This is My Name worksheet.
22. The learner will write the first letter of his name independently and trace the other letters on the second line of
the HWT ® This is My Name worksheet.
23. The learner will write his whole name independently on the third line of the HWT ® This is My Name worksheet.
41
Teaching Procedure:
The teaching procedures that will be used for this lesson segment are a model/lead/test and
imitate/trace/copy/memory procedure. During the lesson segment I will imitate for the learner how to write the letter
T and draw a square. Within the imitation procedure I will model/lead/test the learner on proper formation. The
learner will then trace the letter and the square. Within the tracing procedure I will mode/lead/test the learner on
proper formation. The learner will then copy the letter and square next to the letter and square that was made by the
instructor. The learner will then be given the opportunity to write the letter and draw the shape from memory. This
procedure will be used because it involved the instructor fading prompts that will promote the learner to using selfdirection and supports the final goal of independence.
42
State what you will say
& do as you give
instructions (Teacher):
The instructor will verbally prompt the student with “write your name” and “draw a square, circle, and triangle.”
The instructor will present the learner with the whiteboard and instruction on how to draw a square.
The instructor will model how to draw a square.
The instructor will lead the student in tracing around the square.
The instructor will test the student in tracing around the square.
The instructor will lead the student in tracing around the square without the stencil.
The instructor will erase the whiteboard and prompt the student to watch them as they draw a square on the
whiteboard.
8. The instructor will have the student copy the square that was made by the instructor in the space next to the
instructor’s.
9. The instructor will erase the whiteboard.
10. The instructor will prompt the student to draw the square all by himself.
11. The instructor will present the letter of the day by stating the anticipatory set.
12. The instructor will present the wooden manipulatives to the student by telling the student which stick is the big
line and which stick is the little line.
13. The instructor will model how to form the letter with the wooden manipulatives while paring the model with a
verbal prompt of how to form the letter, “start at the top at the basketball, big line down, frog jump, little line
across” while the learner is watching and listening to the instructor.
14. The instructor will lead with the student how to form the letter with the wooden manipulatives while paring the
lead with the verbal prompt of how to form the letter.
15. The instructor will test the learner by giving the wooden manipulatives to the learner for the learner to make the
letter while saying the correct formation.
16. The instructor will take the wooden manipulatives away from the learner and the learner will be instructed to tell
the instructor how to form the letter.
17. The instructor will hand the wooden manipulatives to the learner while the learner says the correct formation.
18. The instructor will give the learner the HWT ® Get Set for School worksheet to complete.
19. The instructor will present the learner with the whiteboard and the instructor will create the letter on the
whiteboard.
20. The instructor will instruct the learner to trace the letter three times.
21. The instructor will erase the whiteboard and will then write the letter again.
22. The instructor will prompt the learner to write the letter next to the instructor’s.
23. The instructor will prompt the learner to write the letter from memory.
24. The instructor will model and write the learner’s name of the first line of the HWT ® This is My Name worksheet.
25. The instructor will prompt the learner to write the first letter of his name independently and trace the other letters
on the second line of the HWT ® This is My Name worksheet.
26. The instructor will prompt the learner to independently write his whole name on the third line of the HWT ® This
is My Name worksheet.
27. The instructor will give the learner a strip of paper with 4 vertical boxes to reinforce proper size.
1.
2.
3.
4.
5.
6.
7.
43
Maintenance &
Generalization
Strategies:
Reinforcement
Strategies:
Assessment
Measures
Formative
Assessment
Summative
Assessment
Data Collection:
Error and
Corrections:
There are multiple ways in which the strategy that the instruction is using will promote the student to maintain and
keep the skill for another lesson and days. Because the instructional strategy is similar throughout the entire learning
segment the learner will become familiar with the teaching procedures and expectations. In order to promote that the
student generalizes the skills and information to another task, day, person, or setting the instructor will provide the
learner with vocabulary, prompts, and strategies that are consistent with the classroom routine. For example, during
the assessment procedure the learner will be able to generalize the written prompt “Name:____” to other learning
segments as well as tasks within the classroom.
To reinforce participation and correct responses the learner will be given stars. Once the learner has 5 stars the
learner will be able to play a basketball shooting game on the iPad for 45 seconds. I will also use specific praise for
correct responses and on-task behavior.
Assessment
At the beginning of the learning segment to assess the learner’s performance the instructor will ask the learner to
independently write his name and draw a square, circle, and triangle. I will specifically assess the learner’s ability to
independently size, shape, and form each letter of his name as well as independently size, shape, and form a square,
circle, and triangle.
The instructor will be able to make immediately determine whether the focus learner has learned by looking at the
daily assessment to see if the letter or shapes has been mastered.
At the end of the lesson the instructor will be able to determine whether the learner has met the instructional targets by
looking at the learner’s independently written name and shape to see if it meets the 3-point (size, shape, form) criteria.
Permanent Product and event recording will be used to show that learning has occurred.
The learner may make a content error in which a model/lead/test correction procedure will be used. If the learner
becomes noncompliant the learner will be reminded that he will be able to take a break and play on the iPad once he
receives 5 stickers/stars.
44
Lesson
Activity:
Setting &
Positioning:
Materials &
Resources
Used:
Vocabulary
Facilitated:
Targeted
Goal(s):
Early Learning
Standards
3 Part
Objective
Condition:
Behavior:
Criteria:
State
Standards or
Early Learning
Standards
Condition:
Behavior:
Criteria:
Sample Lesson 2
Primary Set 1: T
Supporting Set 1: Square
The lesson will take place in the hall outside of the special education preschool classroom. Instruction was moved from inside the
classroom to outside the classroom to reduce the focus learner becoming distracted. The learner will be sitting next to the
instructor at a table for one-on-one instruction. One-on-one instruction will be provided for the focus learner because he requires a
significant amount of prompting and re-direction. The amount of prompting and re-direction in which he needs would negatively
impact both him and other peers if instruction were to be given in a group setting.
Materials: markers, a whiteboard, stickers, iPad, wooden manipulatives, Handwriting Without Tears ® Letter T Card square stencil,
white printer paper, HWT ® (Olsen, 2003) This is My Name worksheet, instructor created “basketball court” to reinforce correct
size and space between letters, an instructor created name writing practice sheet with 6 vertical boxes which will replace the 4-box
vertical worksheet. (The HWT ® Get Set for School worksheets will no longer be used.)
Resources: Handwriting Without Tears ® (Olsen, 1998) wooden letter manipulatives; Handwriting Without Tears ® (Olsen, 2003)
Letter T Card; HWT ® (Olsen, 2003) This is My Name worksheet, Model/Lead/Test strategy; modified imitate/trace/copy/memory
procedure.
Trace, Copy, Write, Draw, Square, Big line down, Little line across, Top, Bottom, Frog Jump
Primary: Writing the letter T with the appropriate size, shape, and form. This skill is important because it is the first letter in the
focus learner’s name and the first step in enabling him to independently and legibly write his name.
Supporting: Drawing a square independently with appropriate size, shape, and form.
Instructional/Primary Target
Writing, Age 4-5, Section 5. Communication (Literacy), Domain: Pre-academic/Writing, Begin to print or copy own name.
Given the written prompt “Name:__” on a piece of paper paired with the instructional cue “Write your name!”
The focus learner will independently write the letter T
With proper size, shape, and form with 100% (3 points: size, shape, and form)
Supporting Target
Fine Motor, Age 3-4, Section 3. Touching, seeing, hearing, and moving around. Domain: Using the small muscles (fine motor
skills). Draw some shapes and lines.
Given the prompt “draw a square, circle, and triangle”
The focus learner will independently draw a square
With proper size, shape, and form with 100% accuracy (3 points: size, shape, form).
45
Instruction/Inte
rvention
Lesson
Beginning &
Anticipatory
Set:
Description of
Activity
(Learner):
Instruction
Model/Lead/Test; Imitate/Trace/Copy/Memory; Hand-Over-Hand
The learner will be asked what the first letter of his name is. The learner will be told that he will be learning how to write the first
letter of his name without any help. The instructor will introduce the letter by saying, “Do you any words that start with T? T name? T
sounds? T days? Well your name starts with T so we are going to learn how to write it all by ourselves today!”
1. The learner will write his name and draw a square, triangle, and circle.
2. The learner will be asked what we are learning how to do and why it is important.
3. The learner will be presented with the whiteboard and square stencil.
4. The learner will watch as the teacher models how to trace around the stencil.
5. The learner will trace the square three times using the stencil as a guide.
6. The learner will watch as the teacher models how to trace around the square without the stencil.
7. The learner will trace the square without the stencil three times.
8. The learner will copy the instructor made square in the space next to the square made by the instructor.
9. The learner will draw the square from memory.
10. Learner will be presented with Handwriting Without Tears ® wooden manipulatives to introduce how to correctly form the letter.
11. The learner will say, with the instructor, how to form the letter while the instructor creates the letter using the wooden
manipulatives.
12. The learner will be given the wooden manipulatives to create the letter while saying the correct formation.
13. The wooden manipulatives will be taken away from the learner and the learner will imitate the teacher by saying the correct
formation as the instructor hands the wooden pieces to the learner to independently form the letter.
14. The learner will be presented with the whiteboard and will watch the instructor create the letter on the whiteboard.
15. The learner will be asked to trace over the letter written by the instructor three times.
16. The learner will erase the whiteboard and will watch as the instructor writes the letter again on the whiteboard.
17. The learner will write the letter next to the instructor’s letter.
18. The learner will write the letter from memory on the whiteboard.
19. The learner will watch as the instructor models how to write the learner’s name on the first line of the HWT ® This is My Name
worksheet.
20. The learner will write the first letter of his name independently and trace the other letters on the second line of the HWT ® This is
My Name worksheet.
21. The learner will write his whole name independently on the third line of the HWT ® this is my name worksheet.
22. The learner will be given a strip of paper with 6 vertical boxes. The first box will have nothing in it and the other 5 boxes will have
the corresponding highlighted letter.
23. The learner will be given an instructor made “basketball court” to place over the strip of paper.
24. The learner will write his name with the boxes and basketball court as a prompt for correct size.
46
Teaching
Procedure:
The teaching procedures that will be used for this lesson segment are a model/lead/test and imitate/trace/copy/memory procedure.
During the lesson segment I will imitate for the learner how to write the letter T and draw a square. Within the imitation procedure I
will model/lead/test the learner on proper formation. The learner will then trace the letter and the square. Within the tracing
procedure I will mode/lead/test the learner on proper formation. The learner will then copy the letter and square next to the letter and
square that was made by the instructor. The learner will then be given the opportunity to write the letter and draw the shape from
memory.
47
State what you
will say & do
as you give
instructions
(Teacher):
1. The instructor will verbally prompt the student with “write your name” and “draw a square, circle, and triangle.”
2. The instructor will present the learner with the whiteboard.
3. The instructor will model how to trace around the square stencil.
4. The instructor will lead the student in tracing around the square stencil.
5. The instructor will test the student in tracing around the square stencil.
6. The instructor will model the student in tracing around the square without the stencil.
7. The instructor will lead the student in tracing around the square without the stencil.
8. The instructor will test the student in tracing around the square without the stencil by having him trace independently.
9. The instructor will erase the whiteboard and prompt the student to watch them as they draw a square on the whiteboard.
10. The instructor will have the student copy the square that was made by the instructor in the space next to the instructor’s.
11. The instructor will erase the whiteboard.
12. The instructor will prompt the student to draw the square all by himself.
13. The instructor will present the letter of the day by stating the anticipatory set.
14. The instructor will present the wooden manipulatives to the student by telling the student which stick is the big line and which
stick is the little line.
15. The instructor will model how to form the letter with the wooden manipulatives while paring the model with a verbal prompt of
how to form the letter, “start at the top at the basketball, big line down, frog jump, little line across” while the learner is watching
and listening to the instructor.
16. The instructor will lead with the student how to form the letter with the wooden manipulatives while paring the lead with the
verbal prompt of how to form the letter.
17. The instructor will test the learner by giving the wooden manipulatives to the learner for the learner to make the letter while
saying the correct formation.
18. The instructor will take the wooden manipulatives away from the learner and the learner will be instructed to tell the instructor
how to form the letter.
19. The instructor will hand the wooden manipulatives to the learner while the learner says the correct formation.
20. The instructor will present the learner with the whiteboard and the instructor will create the letter on the whiteboard.
21. The instructor will instruct the learner to trace the letter three times.
22. The instructor will erase the whiteboard and will then write the letter again.
23. The instructor will prompt the learner to write the letter next to the instructor’s.
24. The instructor will prompt the learner to write the letter from memory.
25. The instructor will model and write the learner’s name of the first line of the HWT ® This is My Name worksheet.
26. The instructor will prompt the learner to write the first letter of his name independently and trace the other letters on the second
line of the HWT ® This is My Name worksheet.
27. The instructor will prompt the learner to independently write his whole name on the third line of the HWT ® This is My Name
worksheet.
28. The instructor will present the learner with a strip of paper with 6 vertical boxes and the “basketball court” stencil.
29. The instructor will place the court over the strip of paper and will instruct the learner to write his name.
48
Maintenance &
Generalization
Strategies:
Reinforcement
Strategies:
Assessment
Measures
Formative
Assessment
Summative
Assessment
Data Collection:
Error and
Corrections:
There are multiple ways in which the strategy that the instruction is using will promote the student to maintain and keep the
skill for another lesson and days. Because the instructional strategy is similar throughout the entire learning segment the
learner will become familiar with the teaching procedures and expectations. In order to promote that the student generalizes
the skills and information to another task, day, person, or setting the instructor will provide the learner with vocabulary,
prompts, and strategies that are consistent with the classroom routine. For example, during the assessment procedure the
learner will be able to generalize the written prompt “Name:______” to other learning segments as well as tasks within the
classroom.
To reinforce participation and correct responses the learner will be given stars. Once the learner has 5 stars the learner will
be able to play a basketball shooting game on the iPad for 45 seconds. I will also use specific praise for correct responses
and on-task behavior.
Assessment
At the beginning of the learning segment to assess the learner’s performance the instructor will ask the learner to
independently write his name and draw a square, circle, and triangle. I will specifically assess the learner’s ability to
independently size, shape, and form each letter of his name as well as independently size, shape, and form a square,
circle, and triangle.
The instructor will be able to make immediately determine whether the focus learner has learned by looking at the daily
assessment to see if the letter or shapes has been mastered.
At the end of the lesson the instructor will be able to determine whether the learner has met the instructional targets by
looking at the learner’s independently written name and shape to see if it meets the 3-point (size, shape, form) criteria.
Permanent Product and event recording will be used to show that learning has occurred.
The learner may make a content error in which a model/lead/test correction procedure will be used. If the learner becomes
noncompliant the learner will be reminded that he will be able to take a break and play on the iPad once he receives 5
stickers/stars.
49
Lesson Activity:
Setting &
Positioning:
Materials &
Resources Used:
Vocabulary
Facilitated:
Targeted Goal(s):
Early Learning
Standards
3 Part Objective
Condition:
Behavior:
Criteria:
State Standards or
Early Learning
Standards
3 Part Objective
Condition:
Behavior:
Criteria:
Sample Lesson 3
Primary Set 2: H
Supporting Set 1: Square
The lesson will be taken place in the hall outside of the special education preschool classroom. The learner will be sitting
next to the instructor at a table for one-on-one instruction. One-on-one instruction will be provided for the focus learner
because he requires a significant amount of prompting and re-direction. The amount of prompting and re-direction in which
he needs would negatively impact both him and other peers if instruction were given in a group setting.
Materials used for this lesson were markers, a whiteboard, an instructor created name writing practice sheet with 6 vertical
boxes and an instructor created “basketball court” to reinforce correct proper spacing between letters, stickers, iPad,
wooden manipulatives, Handwriting Without Tears ®) Letter H Card, instructor made square connecting 4 dot worksheet,
white printer paper, HWT ® (Olsen, 2003) This is My Name worksheet.
Resources: Handwriting Without Tears ® (Olsen, 1998) wooden letter manipulatives; Handwriting Without Tears ® (Olsen,
1998) Letter H Card, HWT ® (Olsen, 2003) This is My Name worksheet, Model/Lead/Test strategy; modified
imitate/trace/copy/memory procedure.
Trace, Copy, Write, Draw, Square, Big line down, Little line across, Top, Bottom, Frog Jump
Primary: Writing the letter H with the appropriate size, shape, and form. This skill is important because it is the second
letter in the focus learner’s name and the second step in enabling him to independently and legibly write his name.
Supporting: Drawing a square independently with the appropriate size, shape, and form.
Instructional Target
Writing, Age 4-5, Section 5. Communication (Literacy), Domain: Pre-academic/Writing, Begin to print or copy own name.
Given the written prompt “Name:__” on a piece of paper paired with the instructional cue “Write your name!”
The focus learner will independently write the letter H
With proper size, shape, and form with 100% (3 points: size, shape, and form)
Supporting Target
Fine Motor, Age 3-4, Section 3. Touching, seeing, hearing, and moving around. Domain: Using the small muscles (fine
motor skills). Draw some shapes and lines.
Given the prompt “draw a square, circle, and triangle”
The focus learner will independently draw a square
With proper size, shape, and form with 100% accuracy (3 points: size, shape, form).
50
Instruction/
Intervention
Description of
Activity (Learner):
Instruction
Model/Lead/Test; Imitate/Trace/Copy/Memory; Hand-Over-Hand
1. Learner will be asked to write his name and draw a square, triangle, and circle.
2. The learner will be presented with the worksheet with 16 boxes. In each box will be 4 dots in which the focus learner will
connect the dots to make a square.
3. The learner will watch as the teacher models how to connect the 4 dots to make a square.
4. The learner will be led by the teacher with Hand-Over-Hand technique in connecting the 4 dots to make a square.
5. The learner will independently connect the four dots to make a square.
6. The learner will draw the square from memory.
7. Learner will be presented with Handwriting Without Tears ® wooden manipulatives to introduce how to correctly form
the letter.
8. The learner will watch and listen as the instructor models how to form the letter with the wooden manipulatives while
paring the model with a verbal instruction of how to form the letter, “start at the top at the basketball, big line down, frog
jump, another big line down, frog jump, little line across.”
9. The learner will say, with the instructor, how to form the letter while the instructor creates the letter using the wooden
manipulatives.
10. The wooden manipulatives will be taken away from the learner and the learner will imitate the teacher by saying the
correct formation as the instructor hands the wooden pieces to the learner to independently form the letter.
11. The learner will be presented with the whiteboard and will watch the instructor create the letter on the whiteboard.
12. The learner will be asked to trace over the letter written by the instructor three times.
13. The learner will erase the whiteboard and will watch as the instructor writes the letter again on the whiteboard.
14. The learner will write the letter next to the instructor’s letter.
15. The learner will write the letter from memory on the whiteboard.
16. The learner will watch as the instructor models how to write the learner’s name on the first line of the HWT ® This is My
Name worksheet.
17. The learner will write the first of his name independently and trace the other letters on the second line of the HWT ®
This is My Name worksheet.
18. The learner will write his whole name independently on the third line of the HWT ® this is my name worksheet.
19. The learner will be given a strip of paper with 6 vertical boxes. The first 2 boxes will have nothing in them and the other
4 boxes will have the corresponding highlighted letter.
20. The learner will be given an instructor made “basketball court” to place over the strip of paper.
21. The learner will write his name with the boxes and basketball court as a prompt for correct size.
51
Lesson Beginning
& Anticipatory Set:
Teaching
Procedure:
The learner will be asked what the second letter of his name is. The learner will be told that he will be learning how to write
the second letter of his name without any help. The instructor will introduce the letter by saying, “Do you any words that
start with H? H names? H sounds? Well your name has an H so we are going to learn how to write it all by ourselves
today!”
The teaching procedures that I will use for this lesson segment are a model/lead/test and imitate/trace/copy/memory
procedure. During the lesson segment I will imitate for the learner how to write the letter H and draw a square. Within the
imitation procedure I will model/lead/test the learner on proper formation. The learner will then trace the letter and the
square. Within the tracing procedure I will mode/lead/test the learner on proper formation. The learner will then copy the
letter and square next to the letter and square that was made by the instructor. The learner will then be given the
opportunity to write the letter and draw the shape from memory.
52
State what you will
say & do as you
give instructions
(Teacher):
Maintenance &
Generalization
Strategies:
1. The instructor will verbally prompt the student with “write your name” and “draw a square, circle, and triangle.”
2. The instructor will ask the focus learner what we are learning how to do and why it is important.
3. The instructor will present the learner with the square worksheet and will model how to connect the four dots to make a
square.
4. The instructor will lead the student in connecting the four dots to make a square.
5. The instructor will test the student by having the learner finish the worksheet in which he is connecting the four dots to
make a square.
6. The instructor will prompt the student to draw the square all by himself.
7. The instructor will present the letter of the day by stating the anticipatory set.
8. The instructor will present the wooden manipulatives to the student by telling the student which stick is the big line and
which stick is the little line.
9. The instructor will model how to form the letter with the wooden manipulatives while paring the model with a verbal
instruction of how to form the letter, “start at the top at the basketball, big line down, frog jump, another big line down,
frog jump, little line across”.
10. The instructor will lead with the student how to form the letter with the wooden manipulatives while paring the lead with
the verbal prompt of how to form the letter.
11. The instructor will test the learner by giving the wooden manipulatives to the learner for the learner to make the letter
while saying the correct formation.
12. The instructor will take the wooden manipulatives away from the learner and the learner will be instructed to tell the
instructor how to form the letter.
13. The instructor will hand the wooden manipulatives to the learner while the learner says the correct formation.
14. The instructor will present the learner with the whiteboard and the instructor will create the letter on the whiteboard.
15. The instructor will instruct the learner to trace the letter three times.
16. The instructor will erase the whiteboard and will then write the letter again.
17. The instructor will prompt the learner to write the letter next to the instructor’s.
18. The instructor will prompt the learner to write the letter from memory.
19. The instructor will model and write the learner’s name of the first line of the HWT ® This is My Name worksheet.
20. The instructor will prompt the learner to write the first letter of his name independently and trace the other letters on the
second line of the HWT ® This is My Name worksheet.
21. The instructor will prompt the learner to independently write his whole name on the third line of the HWT ® This is My
Name worksheet.
22. The instructor will present the learner with a strip of paper with 6 vertical boxes and the “basketball court” stencil.
23. The instructor will place the court over the strip of paper and will instruct the learner to write his name.
There are multiple ways in which the strategy that the instruction is using will promote the student to maintain and keep the
skill for another lesson and days. Because the instructional strategy is similar throughout the entire learning segment the
learner will become familiar with the teaching procedures and expectations. In order to promote that the student generalizes
the skills and information to another task, day, person, or setting the instructor will provide the learner with vocabulary,
prompts, and strategies that are consistent with the classroom routine. For example, during the assessment procedure the
learner will be able to generalize the written prompt “Name:______” to other learning segments as well as tasks within the
classroom.
53
Reinforcement
Strategies:
Assessment
Measures
Formative
Assessment
Summative
Assessment
Data Collection:
Error and
Corrections:
To reinforce participation and correct responses the learner will be given stars. Once the learner has 5 stars the learner will
be able to play a basketball shooting game on the iPad for 45 seconds. I will also use specific praise for correct responses
and on-task behavior. To also reinforce participation and correct responses the learner and the instructor will have a
contest to see who can earn the most stars. Whoever earns the most stars at the end gets to shoot that many baskets.
Assessment
At the beginning of the learning segment to assess the learner’s performance the instructor will ask the learner to
independently write his name and draw a square, circle, and triangle. I will specifically assess the learner’s ability to
independently size, shape, and form each letter of his name as well as independently size, shape, and form a square,
circle, and triangle.
The instructor will be able to make immediately determine whether the focus learner has learned by looking at the daily
assessment to see if the letter or shapes has been mastered.
At the end of the lesson the instructor will be able to determine whether the learner has met the instructional targets by
looking at the learner’s independently written name and shape to see if it meets the 3-point (size, shape, form) criteria.
Permanent Product and event recording will be used to show that learning has occurred.
The learner may make a content error in which a model/lead/test correction procedure will be used. If the learner becomes
noncompliant the learner will be reminded that he will be able to take a break and play on the iPad once he receives 5
stickers/stars.
54
Lesson Activity:
Setting &
Positioning:
Materials &
Resources Used:
Vocabulary
Facilitated:
Targeted Goal(s):
Sample Lesson 4
Primary Set 3: O
Supporting Set 2: Circle
The lesson will be taken place in the hall outside of the special education preschool classroom. The learner will be sitting next
to the instructor at a table for one-on-one instruction. One-on-one instruction will be provided for the focus learner because he
requires a significant amount of prompting and re-direction. The amount of prompting and re-direction in which he needs would
negatively impact both him and other peers if instruction were given in a group setting.
Materials: markers, a whiteboard, an instructor created name writing practice sheet with 6 vertical boxes and basketball court
frame to reinforce proper size and spacing between letters, stickers, iPad, wooden manipulatives, Handwriting Without Tears ®
Letter O Card HWT ® This is My Name worksheet, circle stencil, white printer paper.
Resources: Handwriting Without Tears ® (Olsen, 1998) wooden letter manipulatives; Handwriting Without Tears ® (Olsen,
1998) Letter O Card, HWT ® (Olsen, 2003) This is My Name worksheet, Model/Lead/Test strategy; modified
imitate/trace/copy/memory procedure.
Trace, Copy, Write, Draw, Circle, Magic C, Top, Bottom, Around, Stop
Primary: Writing the letter O with the appropriate size, shape, and form. This skill is important because it is the third letter in
the focus learner’s name and the third step in enabling him to independently and legibly write his name.
Supporting: Drawing a circle independently with the correct size, shape, and form.
Instructional Target
Early Learning
Standards
Writing, Age 4-5, Section 5. Communication (Literacy), Domain: Pre-academic/Writing, Begin to print or copy own name.
3 Part Objective
Condition:
Behavior:
Given the written prompt “Name:__” on a piece of paper paired with the instructional cue “Write your name!”
Criteria:
With proper size, shape, and form with 100% (3 points: size, shape, and form)
The focus learner will independently write the letter O
Supporting Target
State Standards or
Early Learning
Standards
3 Part Objective
Condition:
Behavior:
Fine Motor, Age 3-4, Section 3. Touching, seeing, hearing, and moving around. Domain: Using the small muscles (fine motor
skills). Draw some shapes and lines.
Criteria:
With proper size, shape, and form with 100% accuracy (3 points: size, shape, form).
Given the prompt “draw a square, circle, and triangle”
The focus learner will independently draw a circle
55
Instruction/
Intervention
Description of
Activity (Learner):
Instruction
Model/Lead/Test; Imitate/Trace/Copy/Memory; Hand-Over-Hand
1. The learner will write his name and draw a square, triangle, and circle.
2. The learner will be asked what we are learning how to do and why it is important.
3. The learner will be presented with the whiteboard and circle stencil.
4. The learner will watch as the teacher models how to trace around the stencil.
5. The learner will trace the circle three times using the stencil as a guide.
6. The learner will watch as the teacher models how to trace around the circle without the stencil.
7. The learner will trace the circle without the stencil three times.
8. The learner will copy the circle made by the instructor in the space next to the circle made by the instructor.
9. The learner will draw the circle from memory.
10. Learner will be presented with Handwriting Without Tears ® wooden manipulatives to introduce how to correctly form the
letter.
11. The learner will listen as the instructor model’s how to form the letter with the wooden manipulatives while paring the model
with a verbal instruction of how to form the letter, “start at the top at the basketball, magic C, keep going around, stop at the
top”.
12. The learner will say, with the instructor, how to form the letter while the instructor creates the letter using the wooden
manipulatives.
13. The wooden manipulatives will be taken away from the learner and the learner will imitate the teacher by saying the correct
formation as the instructor hands the wooden pieces to the learner to independently form the letter.
14. The learner will be presented with the whiteboard and will watch the instructor create the letter on the whiteboard.
15. The learner will be asked to trace over the letter written by the instructor three times.
16. The learner will erase the whiteboard and will watch as the instructor writes the letter again on the whiteboard.
17. The learner will write the letter next to the instructor’s letter.
18. The learner will write the letter from memory on the whiteboard.
19. The learner will watch as the instructor models how to write the learner’s name on the first line of the HWT ® This is My
Name worksheet.
20. The learner will write the first of his name independently and trace the other letters on the second line of the HWT ® This is
My Name worksheet.
21. The learner will write his whole name independently on the third line of the HWT ® This is My Name worksheet.
22. The learner will be given a strip of paper with 6 vertical boxes. The first 3 boxes will have nothing in them and the other 3
boxes will have the corresponding highlighted letter.
23. The learner will be given an instructor made “basketball court” to place over the strip of paper.
24. The learner will write his name with the boxes and basketball court as a prompt for correct size.
56
Lesson Beginning
& Anticipatory Set:
Teaching
Procedure:
The learner will be asked what the third letter of his name is. The learner will be told that he will be learning how to write the
third letter of his name without any help. The instructor will introduce the letter by saying, “Do you any words that start with O?
O names? O sounds? Well your name has an O so we are going to learn how to write it all by ourselves today!”
The teaching procedures that I will use for this lesson segment are a model/lead/test and imitate/trace/copy/memory
procedure. During the lesson segment I will imitate for the learner how to write the letter O and draw a circle. Within the
imitation procedure I will model/lead/test the learner on proper formation. The learner will then trace the letter and the circle.
Within the tracing procedure I will mode/lead/test the learner on proper formation. The learner will then copy the letter and
circle next to the letter and circle that were made by the instructor. The learner will then be given the opportunity to write the
letter and draw the shape from memory.
57
State what you will
say & do as you
give instructions
(Teacher):
1. The instructor will verbally prompt the student with “write your name” and “draw a square, circle, and triangle.”
2. The instructor will present the learner with the whiteboard.
3. The instructor will model how to trace around the circle stencil.
4. The instructor will lead the student in tracing around the circle stencil.
5. The instructor will test the student in tracing around the circle stencil.
6. The instructor will model the student in tracing around the circle without the stencil.
7. The instructor will lead the student in tracing around the circle without the stencil.
8. The instructor will test the student in tracing around the circle without the stencil by having him trace independently.
9. The instructor will erase the whiteboard and prompt the student to watch them as they draw a circle on the whiteboard.
10. The instructor will have the student copy the circle that was made by the instructor in the space next to the instructor’s.
11. The instructor will erase the whiteboard.
12. The instructor will prompt the student to draw the circle all by himself.
13. The instructor will present the letter of the day by stating the anticipatory set.
14. The instructor will present the wooden manipulatives to the student by telling the student which stick is the big line and
which stick is the little line.
15. The instructor will model how to form the letter with the wooden manipulatives while paring the model with a verbal
instruction of how to form the letter, “start at the top at the basketball, magic C, keep going around, stop at the top” while
the learner is watching and listening to the instructor.
16. The instructor will lead with the student how to form the letter with the wooden manipulatives while paring the lead with the
verbal prompt of how to form the letter.
17. The instructor will test the learner by giving the wooden manipulatives to the learner for the learner to make the letter while
saying the correct formation.
18. The instructor will take the wooden manipulatives away from the learner and the learner will be instructed to tell the
instructor how to form the letter.
19. The instructor will hand the wooden manipulatives to the learner while the learner says the correct formation.
20. The instructor will present the learner with the whiteboard and the instructor will create the letter on the whiteboard.
21. The instructor will instruct the learner to trace the letter three times.
22. The instructor will erase the whiteboard and will then write the letter again.
23. The instructor will prompt the learner to write the letter next to the instructor’s.
24. The instructor will prompt the learner to write the letter from memory.
25. The instructor will model and write the learner’s name of the first line of the HWT ® This is My Name worksheet.
26. The instructor will prompt the learner to write the first letter of his name independently and trace the other letters on the
second line of the HWT ® This is My Name worksheet.
27. The instructor will prompt the learner to independently write his whole name on the third line of the HWT ® This is My
Name worksheet.
28. The instructor will present the learner with a strip of paper with 6 vertical boxes and the “basketball court” stencil.
29. The instructor will place the court over the strip of paper and will instruct the learner to write his name.
58
Maintenance &
Generalization
Strategies:
Reinforcement
Strategies:
Assessment
Measures
Formative
Assessment
Summative
Assessment
Data Collection:
Error and
Corrections:
There are multiple ways in which the strategy that the instruction is using will promote the student to maintain and keep the
skill for another lesson and days. Because the instructional strategy is similar throughout the entire learning segment the
learner will become familiar with the teaching procedures and expectations. In order to promote that the student generalizes
the skills and information to another task, day, person, or setting the instructor will provide the learner with vocabulary,
prompts, and strategies that are consistent with the classroom routine. For example, during the assessment procedure the
learner will be able to generalize the written prompt “Name:______” to other learning segments as well as tasks within the
classroom.
To reinforce participation and correct responses the learner will be given stars. Once the learner has 5 stars the learner will be
able to play a basketball shooting game on the iPad for 45 seconds. I will also use specific praise for correct responses and
on-task behavior. To also reinforce participation and correct responses the learner and the instructor will have a contest to see
who can earn the most stars. Whoever earns the most stars at the end gets shoot that many baskets.
Assessment
At the beginning of the learning segment to assess the learner’s performance the instructor will ask the learner to
independently write his name and draw a square, circle, and triangle. I will specifically assess the learner’s ability to
independently size, shape, and form each letter of his name as well as independently size, shape, and form a square, circle,
and triangle.
The instructor will be able to make immediately determine whether the focus learner has learned by looking at the daily
assessment to see if the letter or shapes has been mastered.
At the end of the lesson the instructor will be able to determine whether the learner has met the instructional targets by looking
at the learner’s independently written name and shape to see if it meets the 3 point (size, shape, form) criteria.
Permanent Product and event recording will be used to show that learning has occurred.
The learner may make a content error in which a model/lead/test correction procedure will be used. If the learner becomes
noncompliant the learner will be reminded that he will be able to take a break and play on the iPad once he receives 5
stickers/stars.
59
****
Certification
****
60
Certification
General Information
It is imperative to meet with the Director of Certification prior to completing your degree to ensure
you have completed all of the paperwork required in order to obtain the endorsement you have been
working toward. Please see Advisement Handbook for Certification for detailed information
regarding certification.
Temporary Permit
At the successful completion of student teaching, and meeting all Gonzaga University requirements for
your degree and state certification you will be issued a 180-day temporary teaching permit. This
authorizes you to begin teaching in a contracted/substitute position in your endorsement areas. The
permit will be obtained from Gonzaga University Certification office (313-3504).
Within 8-12 weeks the state of Washington will issue you your first level certificate called the
“Residency” certificate and it will be mailed to your permanent address.
Residency Certificate
The Residency Certificate is valid until you complete two consecutive years of successful teaching
with a Washington state school district. After two successful years you will need to file with the state
of Washington (Form 4031R) for a “reissuance” of your Residency Certificate. The reissuance
certificate is valid for five years at which time you will need to move to the Professional Certificate.
Refer to the state website at www.k12.wa.us
Professional Certificate
The second level certificate is the Professional Certificate. For additional information on how to move
to the Professional Certificate please refer to the state website at www.k12.wa.us
61
****
Co-Teaching
****
Please note: All information in the Co-Teaching Section has been developed by St.
Cloud State University, Teacher Quality Enhancement Center through the Teacher
Quality Enhancement Grant funded by US Department of Education.
62
63
Co-Teaching
Co-teaching is two or more people sharing responsibility for teaching some or all of the students
assigned to a classroom. It involves the distribution of responsibility among people for planning,
instruction, and evaluation for a classroom of students. Another way of saying this is that co-teaching
is a fun way for students to learn from two or more people who may have different ways of thinking or
teaching. Some people say that co-teaching is a creative way to connect with and support others to help
all children learn. Others say that co-teaching is a way to make schools more effective. Co-teaching
can be likened to a marriage. Partners must establish trust, develop and work on communication, share
the chores, celebrate, work together creatively to overcome the inevitable challenges and problems,
and anticipate conflict and handle it in a constructive way.
A co-teaching team may be defined as two or more people who agree to
1. Coordinate their work to achieve at least one common, publicly agreed-on goal
2. Share a belief system that each of the co-teaching team members has unique and needed expertise
3. Demonstrate parity by alternatively engaging in the dual roles of teacher and learner, expert and
novice, giver and recipient of knowledge or skills
4. Use a distributed functions theory of leadership in which the task and relationship functions of the
traditional lone teacher are distributed among all co-teaching group members
5. Use a cooperative process that includes face-to-face interaction, positive interdependence,
performance, as well as monitoring and processing of interpersonal skills, and individual
accountability.
http://www.sagepub.com/upm-data/6847_villa_ch_1.pdf
http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
64
Why Co-Teach?








Increased options for flexible grouping of students
Enhanced collaboration skills for the teacher candidate and cooperating teacher
Professional support for both the cooperating teacher and the teacher candidate
Another set of eyes to watch and help problem solve
Flexibility to try things you wouldn't be able to do alone
Collaboration in classroom and lesson preparation
Help with classroom management
Diversity and size of today's classrooms
o Reduce student/teacher ratio
o Increase instructional options for all students
o Diversity of instructional styles
o Greater student engaged time
o Greater student participation levels
What Co-Teaching is NOT:




A way to hide weak candidates
A less rigorous student teaching experience
Simply dividing the tasks and responsibilities among two people.
For example, co-teaching is NOT:
o One person teaching one subject followed by another who teaches a different subject
o One person teaching one subject while another person prepares instructional materials
at the Xerox machine or corrects student papers in the teachers' lounge
o One person teaching while the other sits and watches
o When one person's ideas prevail regarding what will be taught and how it will be taught
o Someone is simply assigned to act as a tutor
Co-Teaching is a way:









to build stronger connections between universities and their school partners
to increase opportunities for placements
to provide both support and professional development for cooperating teachers
to better meet P-12 student needs
for teacher candidates to have more opportunities to teach
for teacher candidates and cooperating teachers to enhance their communication and
collaboration skills
for teacher candidates and cooperating teachers to build strong relationships
for university supervisors to become a stronger part of the triad
to induct and mentor teacher candidates
65
Strategy
One Teach, One
Observe
One Teach, One
Assist
Station Teaching
Parallel Teaching
Supplemental
Teaching
Alternative
(Differentiated)
Team Teaching
Co-Teaching Strategies & Examples
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 re-teaching 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.
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center; Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
66
Stages of Concern for Teacher Candidates:
The first stage is Pre-teaching Concern.
At this stage, teacher candidates are still closer to the student role, rather than
the teacher role. The real concerns of pupils and teachers are very remote to the
teacher candidates. Teacher candidates are often highly critical of the teacher with
whom they are working. They may seem unsympathetic or even hostile to the teacher.
At this point the teacher candidate has only their idealism to go on (Company in Your
Classroom, 2000). There are often concerns about their personal life that interfere and
inhibit growth.
The second stage is Concerns about Survival.
As teacher candidates become more involved in the classroom and begin to
understand the magnitude of the profession, there is a concern about their own survival
as teachers. Idealized, “book-learned” concerns about pupils are replaced by concern
about class management and mastery of content. There is also concern about the
evaluations by supervisors and cooperating teachers. Being observed causes a great
deal of stress at this stage.
The third stage is Teaching Situation Concerns
At this stage the teacher candidates are beginning to feel a mastery of the areas
of concern from the second stage. They are, however, feeling the frustrations and
limitations of the teaching situation. Concerns about methods and materials, which are
the focus of education courses taken before their student teaching experience, are now
taken seriously. This is the “Why didn’t I pay closer attention?” lament that is so
common. The difference between theory and practice is being felt.
The final stage is Concerns about Pupils.
At this point the teacher candidates begin to see the trees in the forest. There
is a concern for the individual pupil. Understanding individual learning styles and socialemotional needs of pupils is of concern. There is also an understanding that “he or she
can be caring and strong, flexible and consistent, child-centered and in-control”
(Company in Your Classroom, 2000, p.69). There is also an awareness of the broader
issues in education and a connection to how these issues impact individual students.
Fuller, F. F. (1969). Concerns of Teachers: A Developmental Conceptualization,
American Educational Research Journal
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
67
Co-Teaching Supervisor Support Form
This form is intended to guide you in your supervision of co-teaching. It does not take the place
of the formal observation forms.
When meeting after a lesson, most of the talking should be done by the teacher
candidate.
General things to ask and/or look for:




Is the Teacher Candidate’s name (photo, if appropriate) on the door of the room?
Does the TC have his/her own space in the room (desk, etc.)?
Has the TC been introduced to other team members in the school community?
Has the TC been introduced as a teacher candidate or co-teacher?
3-Way Conferences
 Share overall expectations
 Distribute handbooks and observation forms
 Explain observation forms; share number of observations expected
 Provide contact information – e-mail and phone numbers
 Co-Teaching Conversation:
 Did you attend the Pairs Workshop?
 Do you have your planning time arranged?
 Remind the team to use the first few minutes for communication issues and check in, the
remaining time should be used for planning to Co-Teach.
 Do you have your laminated planning sheet?
 Encourage the pair to get started with co-teaching and then try all the strategies.
 Plan to observe a co-taught lesson. Supervisor will be observing the teacher candidate for
leadership, communication, and collaboration skills.
 Introduce or remind pair of the Stages of Concerns.
Final 3-Way Conferences
 Have a three-way discussion on progress and identify any future goals for the TC.
 Discuss the co-teaching strategies the pair used – and their success.
 What are your future co-teaching goals?
 How did the co-planning and co-teaching go this semester? What went well? What did you struggle with? Were you
able to schedule planning sessions each week? What did you accomplish in those sessions?
 Give teacher candidate mid-term or summative assessment and collect self-evaluations and cooperating teacher
observations.
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Funded by a US Department of Education, Teacher Quality Enhancement Grant
68
Has the Co-Teaching Pair discussed:
 voice levels
 space distractions
 planning time
timing
pace
feedback preferences
Things to look for when observing a co-taught lesson:
 Can you identify the strategy?
 Do both co-teachers know the lesson plan?
 During the lesson, do the co-teachers have a strategy or signal that enables them to
check in or discuss situations that arise?
 Do the co-teachers have the attitude: “We’re Both Teaching?”
 How do the co-teachers show respect for each other?
 How and why have the co-teachers decided to divide and/or group students the way
they did?
 Do the co-teachers make decisions together as things come up?
 Do co-teachers play equal parts in the lesson?
 How have the co-teachers decided to transition?
 Do the co-teachers finish at the same time? If not, how is this handled?
Specifics for observing teacher candidates:
 If TC is observing/assisting, find out what specific things they are
observing/assisting with and observe the same thing. Check in with TC
afterwards to compare notes.
 With stations, does the TC’s teaching improve with each new station?
 In parallel or station, if TC finishes first how is this handled?
 When teaming, is the TC prepared for his/her part? (content knowledge,
management, etc.)
 If TC is differentiating instruction, find out why these students were
grouped this way and how s/he is differentiating their instruction.
 If TC is observing/assisting, is s/he taking notes or collecting data?
What type?
Following the observations:
 Do the co-teachers reflect together on the co-taught lesson?
 Ask if co-teachers have you been co-planning each week.
o Who is leading the sessions?
o Are you taking a few moments to address communication concerns?
 Discuss which co-teaching strategies the co-teachers have used.
 Ask if the co-teachers have any questions about the strategies.
 What are some of your co-teaching goals for the upcoming weeks?







As the supervisor, begin by taking time to build on your own relationship
with the candidate.
Provide evidence from observation – allow candidate time to review it.
Pay close attention to body language and other non-verbal signals.
Ask questions that are open-ended and require reflection.
Be sure to pause, allowing both of you time to think.
Summarize the candidate’s responses.
Gently ask questions assisting the candidate in clarifying his/her
thoughts.
Copyright 2009, St. Cloud State University, Teacher Quality Enhancement Center
Funded by a US Department of Education, Teacher Quality Enhancement Grant
69
****
Glossary of Terms
****
70
Glossary of Terms
The following terms have been provided to assist in the use a common language when
observing/evaluating the teacher candidate. These terms maybe helpful in identifying appropriate
professional behaviors expected of the teacher candidate. Some terms are included on some of the
suggested observation forms in the next section.
Interaction with P-12 students
 Uses age-appropriate language
 Respects students' rights to privacy by being discrete in conversations and actions.
 Is warm, and natural in communicating with students
 Uses correct grammar
 Speaks distinctly
 Projects appropriate tone of voice and volume
 Displays appropriate sense of humor
 Treats all students with same degree of fairness
 Models appropriate values and attitudes
Group Instruction
 Uses reinforcing consequences: ratio of at least 4:1 positive consequences to negative
consequences, includes: social, activity, or tangible consequences as is appropriate in the
classroom
 Uses cues/questions, includes: gestural or verbal as needed
 Uses prompts: physical, verbal, and gestural as needed
 Rotates attention to all students in the group at 2 min. intervals or less during group session
Individual Instruction
 Uses reinforcing consequences: ratio of at least 4:1 positive consequences to negative
consequences, includes: social, activity, or tangible consequences as may be appropriate in the
classroom
 Uses cues/questions, includes: gestural and verbal as needed based on needs of P-12 students
 Uses prompts: physical, verbal and gestural as needed based on needs of P-12 students
Data Recording
 Uses data system in classroom appropriately and consistently (may develop own data system) to
monitor and improve student academic and social outcomes
Behavioral Follow-Through
 Follows previously determined discipline plan (classroom rules) and is consistent in
implementing discipline
 Keeps data on behavior programs to monitor child outcomes and determine efficacy of programs
Positioning of P-12 Students
 Plans and remembers to position students correctly as previously shown
Interaction with Staff
 Is friendly and cooperative
 Requests assistance when uncertain about procedures
 Reports unusual and/or significant events promptly
 Carries out assigned tasks in given period of time
 Participates in school-wide activities
71
Affective dimensions are also important in Special Education but are sometimes more difficult to
identify. The following descriptors may help in assessing interpersonal behaviors.
Classroom Poise
 Permits flexibility
 Maintains voice and posture control in tense situations
 Organized for smooth transitions
Professional Attitude
 Accepts feedback and incorporates it into instructional program
 Attends teachers' meetings and school functions
 Is open and flexible
 Works effectively in team situations
 Seeks advice or help from appropriate sources
 Follows chain of command
 Deals with personal information and communication in an ethical manner
Parental Communication Skills
 Shows sensitivity when talking to parents
 Communicates at the individual's understanding level
 Encourages the parent to act as an active decision maker
 Uses active listening skills
72
****
Observation Forms
****
73
Instructional Teaching Criteria
Observation Form
Student Teacher:
Date:
Mentor Teacher:
Observer:
I.
Time of Lesson:
ON-TASK OBSERVATION
Time Began
Time Ended
Total Time
Number of Children in Group
Minutes:
1
2
3
4
5
6
7
8
9
10
Number of children On-Task
x 100 =
Number of children in group X 10 (min.)
Percent On-Task =
II.
%
TEACHING OBSERVATION
Time Began
Contacts:
On-Task
Contact
Off-Task
Contact
1
Time Ended
2
3
4
5
6
7
8
9
10
Total Time
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Prompt
General
Praise
Descriptive
Praise
Social
Disapproval
Academic
Disapproval
Accuracy
III.
SUMMARY -INSTRUCTIONAL TEACHING CRITERIA
80%
80%
80%
80%
20
Children On-Task
On-Task Contacts
Contacts contain Praise
Contacts with Prompts also
contain Descriptive Praise
Contacts/10 minutes
Student Teacher
Yes
Yes
Yes
No
No
No
Yes
Yes
No
No
20% Disapprovals or less
Disapprovals (if used)
are used appropriately
Children in group
working at 80% accuracy
Yes
No
Yes
No
Yes
No
Observer
74
Observation of Candidate & Student Learning
Date:
Time of Lesson:
Observer:
N/O = Not Observed; 10-8 = Excellent to Good; 7 = Satisfactory; 6 = Needs Improvement; 5-1 = Unacceptable
Student Teacher:
Mentor Teacher:
Foundations : Candidate
NOTES
1.
Maintained poise in stressful situations.
2.
Varied pitch, tone, and volume of voice as needed; maintained eye contact when talking to students.
3.
Showed evidences of appropriate, positive attitudes and enthusiasm for teaching.
4.
Started class promptly, assembled materials prior to class, and used time for instructional purposes.
Development & Characteristics of Learners: Candidate
5.
Supervised work study and practice in an effective manner for all children.
6.
Changed instructional pace or activity to accommodate differences and effectively teach all children.
Individual Learner Differences: Candidate
7.
Selected activities and materials that achieved objectives as evidenced by positive child outcomes.
8.
Gave explanations and directions that were understood by students as evidenced by child outcomes.
Instructional Strategies: Candidate
9.
Presented subject matter with accuracy and assurance.
10.
Used a variety of personalized approval responses.
11.
Dealt with inappropriate behavior promptly and constructively.
12.
Summarized highlights of the lesson.
13.
Used materials and equipment effectively; used modern technology effectively.
14.
Encouraged students to evaluate their work on the basis of established criteria.
Learning Environments & Social Interactions: Candidate
15.
Let students know what they would be doing during the lesson.
16.
Encouraged participation of all students in the learning activity and provided opportunity for all.
Language: Candidate
17.
Set a good example in use of communication skills.
Instructional Planning: Candidate
18.
Made assignments of reasonable length and difficulty.
19.
Reviewed related ideas or information that had been presented in previous lessons.
Professional/Ethical Practice: Candidate
20.
Modeled positive attitudes and insisted on courtesy in interpersonal relationships.
Assessment: Candidate
21.
Encourages students to demonstrate understanding of learning strategies (student voice)
Specify how this was accomplished:
22.
Describe how student teacher identified learning targets (IEP and Core Objectives):
23.
Describe how student teacher reviewed their own teaching (key concepts made by the candidate):
__________________________
Student Teacher
______________________________________________
Observer
75
Student Teacher
Date: _________________
Mentor Teacher
School
School District
______
Time Observation Begins
Time Observation Ends
Activity Observed
SUPERVISORY NOTES
__________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
__________________________________________________________________________________
___________________________________________________________________________________________________
Student Teacher
Observer
Department of Special Education, Spokane, WA 99258 (509) 313-3470
76
GONZAGA UNIVERSITY MIDTERM EVALUATION OF
SPECIAL EDUCATION STUDENT TEACHER
Student Teacher:
Date:
Cooperating Teacher:
Date:
(signature)
College Supervisor:
Date
(signature)
Type of Special Education Classroom:
Name of School:
Name of School District:
FOUNDATIONS: Candidate
Acceptable
Shows a basic understanding of Special Education
Models respect for all students, families, & professionals
Models appropriate demeanor, attire & time commitment
Models willingness to accept suggestions
Tries suggestions with assistance
Accurately self-evaluates performance
DEVELOPMENT & CHARACTERISTICS OF
LEARNERS: Candidate
Knows difference between typical & atypical development
Responds to individual differences
INDIVIDUAL LEARNER DIFFERENCES: Candidate
Individualizes instruction with minimal assistance in response
to cultural & family differences
Individualizes instruction with minimal assistance in response
to language and/or diversity differences
INSTRUCTIONAL STRATEGIES: Candidate
Demonstrates appropriate instructional practices
a. Provides appropriate instructional commands
b. Is enthusiastic when teaching (tone of voice is expressive &
Unacceptable
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
natural)
c. Provides specific praise at least 50% of contacts
d. Provides appropriate error corrections
e. Implements suggested changes after feedback is
provided
f. Keeps small group on-task 80% (or more) of the time
Developing repertoire of evidence–based instructional
strategies
Modifies curriculum & learning environments with assistance
Uses effective organizational skills with assistance
a. Within subject matter areas
b. Within classroom environment
Uses technology to enhance learning
Uses objective child outcome data to evaluate teaching with
minimal assistance
77
INSTRUCTIONAL STRATEGIES: Candidate (Continued)
Acceptable
Promotes student development, maintenance, and generalization of
knowledge and skills
Presents subject matter effectively with feedback
Implements explicit motivational system with direction (as needed)
LEARNING ENVIRONMENTS & SOCIAL INTERACTIONS:
Candidate
Fosters appropriate social interactions
Fosters active engagement in learning
Promotes in students self-control & self-esteem
Understands purpose of integrating student into regular environments
as appropriate
LANGUAGE: Candidate
Knows difference between typical & atypical language development
with minimal assistance
Uses individualized strategies to promote language development
Models appropriate oral & written communication with students &
professionals
Provides effective language models (voice, grammar, etc.)
INSTRUCTIONAL PLANNING: Candidate
Assists with development of long range goals & instructional plans
Assists with development of short range goals & objectives
Selects, adapts & creates appropriate instructional materials with
minimal assistance
Assists with development of individualized transition plans
ASSESSMENT: Candidate
Conducts informal assessments and assists with formal assessments
Uses assessments to select appropriate objectives & educational
materials
Collaborates with families to assure unbiased results with direction
from cooperating teacher
PROFESSONAL/ETHICAL PRACTICE: Candidate
Models and practices ethical & professional standards
Engages in professional activities within the school
COLLABORATION: Candidate
Is an advocate for children and families
Collaborates with families & professionals with direction from the
cooperating teacher.
Unacceptable
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
4
4
3
3
2
2
1
1
Revised 7/10
Comments/Student voice:
___
78
GONZAGA UNIVERSITY FINAL EVALUATION OF
SPECIAL EDUCATION STUDENT TEACHER
Student Teacher:
Date:
Cooperating Teacher:
Date:
(signature)
College Supervisor:
Date
(signature)
Type of Special Education Classroom:
Name of School:
Name of School District:
FOUNDATIONS: Candidate
Acceptable
Models an understanding of Special Education
Models respect for all students, families, & professionals
Models appropriate demeanor, attire & time commitment
Models willingness to accept suggestions
Accepts and tries suggestions
Accurately self-evaluates performance
DEVELOPMENT & CHARACTERISTICS OF
LEARNERS: Candidate
Knows & demonstrates difference between typical & atypical
development
Responds effectively to individual differences
INDIVIDUAL LEARNER DIFFERENCES: Candidate
Individualizes instruction in response to cultural & family
differences
Individualizes instruction in response to language and/or
diversity differences
INSTRUCTIONAL STRATEGIES: Candidate
Demonstrates appropriate instructional practices
a. Provides appropriate instructional commands
b. Is enthusiastic when teaching (tone of voice is expressive &
Unacceptable
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
natural)
c. Provides specific praise at least 80% of contacts
d. Provides appropriate error corrections
e. Implements suggested changes after feedback is
provided
f. Keeps small group on-task 80% (or more) of the time
Possesses & utilizes evidence–based instructional strategies
Initiates modifications to curriculum & learning environments
Uses effective organizational skills
a. Within subject matter
b. Within classroom environment
Uses technology to enhance learning
Uses objective child outcome data to evaluate teaching without
assistance
79
INSTRUCTIONAL STRATEGIES: Candidate (Continued)
Acceptable
Promotes student development, maintenance, and
generalization of knowledge and skills
Presents subject matter effectively
Implements explicit motivational system (as needed)
LEARNING ENVIRONMENTS & SOCIAL
INTERACTIONS: Candidate
Fosters appropriate social interactions
Fosters active engagement in learning
Promotes in students self-control & self-esteem
Promotes integrating students into regular environments as
appropriate
LANGUAGE: Candidate
Understands typical & atypical language development
Uses individualized strategies to promote language
development
Models appropriate oral & written communication with
students, families, & professionals
Provides effective language models (voice, grammar, etc.)
INSTRUCTIONAL PLANNING: Candidate
Develops long range goals & instructional plans
Develops short range goals & objectives
Selects, adapts & creates appropriate instructional materials
Develops individualized transition plans
ASSESSMENT: Candidate
Conducts formal & informal assessments
Uses assessments to select appropriate objectives &
educational materials
Collaborates with families to assure unbiased results
PROFESSONAL/ETHICAL PRACTICE: Candidate
Models and practices ethical & professional standards
Engages in professional activities within the school
COLLABORATION: Candidate
Is an advocate for children and families
Collaborates with families & professionals
Unacceptable
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
4
3
2
1
5
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
5
5
4
4
3
3
2
2
1
1
5
4
3
2
1
5
5
4
4
3
3
2
2
1
1
5
5
4
4
3
3
2
1
2
1
Revised 7/10
Comments/Student voice:
80