Reading
Practicum
Handbook
School of Education
Office of Clinical Experiences
2
Clinical Experiences
University of Wisconsin-Platteville
1 University Plaza, 125 Doudna Hall
Platteville, WI 53818-3099
Phone: 608-342-1271
FAX: 608-342-1002
Email: clinicalexp@uwplatt.edu
Jennifer Collins
Reading Coordinator
Phone: 608-342-1248
Support Staff
Jessica Leibfried
3
FOREWORD
This Reading Practicum Handbook has been prepared to guide you through your final
phase in obtaining reading certification. We want you to be successful. In order for this to
happen, you will need to work collaboratively with everyone involved in this experience,
especially the Site Supervisor and University Supervisor assigned to you. Pay particular
attention to the various roles people play and the responsibilities each of these individuals has in
mentoring you. Included in this handbook are forms that used to document your experience. If
you have any questions, please do not hesitate to call.
Thank you for choosing UW-Platteville for your continued professional development.
We appreciate the confidence you have placed in us to ensure that you have the necessary
knowledge, skills, and dispositions to be successfully endorsed as reading teachers effectively
serving students with disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Clinical Experiences
University of Wisconsin-Platteville
4
TABLE OF CONTENTS
Foreword………………………………………………………………………………3
Table of Contents……………………………………………………………………...4
Practicum Requirements……………………………………………………………….5
Health Report/Criminal History Check………………………………………………..6
Insurance Coverage…………………………………………………………………....6
Procedures for Certification……………………………………………………………6
Career Center…………………………………………………………………………..7
Practicum Roles and Responsibilities………………………………………………….8
Initial Observation Report by University Supervisor……………………………….…9
Record of Visits to Practicum Students……………………………………………….10
Pre/Post-Practicum Student Reflection…………………………………………...........11-14
Weekly Log……………………………………………………………………………15
Pre-Observation Plan………………………………………………………………….16
Post-Observation Reflection…………………………………………………………...17
Observation Report by University Supervisor………………………………………...18
Practicum Evaluation by Site Supervisor……………………………………………...19-21
Practicum Evaluation by University Supervisor…………………………………...….22-24
5
Practicum Requirements
To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Site Supervisor and University Supervisor.
Practicum students serving a school district on an emergency license as a reading teacher
3 Graduate Credits = 1 Quarter
6 Graduate Credits = 1 Semester
*Complete Practicum experience under the direction of a Site Supervisor and a University Supervisor
*Carry out duties assigned to you as an employee of your school district
Practicum students serving a school district as a general education teacher
or reading paraprofessional in a Title 1 or similar program
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
*Complete Practicum experience under the direction of a highly-qualified licensed teacher and a
University Supervisor
*Carry out duties assigned to you as an employee of your school district
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within a reading classroom setting performing tasks typically
assigned to a reading teacher.
2.
To promote reflective practice, teachers will write journals in which they record
important practical classroom/teacher/learner experiences and relate them to
theories, methods, and/or cultures informing their classroom practice and/or
teacher/learner behaviors. This is an activity in which teachers are engaged
throughout the semester.
Practicum students not currently employed full-time in a school setting
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
* Complete Practicum experience under the direction of a highly-qualified licensed teacher and a
University Supervisor
*Carry out duties assigned to you as a guest of your school district
*Arrange to complete the following tasks:
1.
Log 200/400 hours working within a reading classroom setting performing tasks typically
assigned to a reading teacher. Plan on seven weeks of consecutive instruction and service
to the district.
Students wanting licensure at both the elementary and secondary levels
The reading endorsement will match the grade levels of your regular teaching license(s).
6
Health Report/Criminal History Check
This is something that is becoming more common in school districts. Please check with the
School District to see if this is something that you are required to do.
Insurance Coverage
All student teachers are provided professional liability insurance by the State of Wisconsin by
the provisions of SS 165.35 (6) and 895.41 (1) of Chapter 81, Laws of Wisconsin 1975. This
coverage protects the student teacher against claims from third parties for personal injury or
property damage caused by negligent acts.
Procedures for Certification
Each teacher who intends to teach in Wisconsin should make application for new licensure
certification near the completion of their Practicum. The application form may be obtained
online at www.dpi.state.wi.us/dpi/dlsis/tel. Students who intend to teach in another state should
write to the State Superintendent of Public Instruction in that state and ask for the procedures for
obtaining a teaching certificate in that state. It should be kept in mind that having a copy of a
Wisconsin Teaching Certificate will hasten the process of obtaining a certificate in another state.
The completed application and money should be submitted to the following: Certification
Officer, School of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The
Certification Officer will verify that all requirements have been met, including the submission of
your final practicum grade, and forward the application packet onto the Department of Public
Instruction.
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Career Center
The University provides a Career Center for the convenience of alumni who seek help in
securing a teaching position. This office provides assistance with resumes, cover letters,
interview techniques, job search strategies and information about a large number of vacancies in
Wisconsin, Iowa, Illinois and Minnesota as well as other states and foreign countries. You can
refer to their website for education majors at
http://www.uwplatt.edu/careercenter/teacher/index.html.
Teachers should update credentials by the beginning of their final semester of course work on
campus. Even those who may not be seeking employment immediately should establish a
credential file with “open” recommendations since persons who can make the greatest
contribution to this file may be available now but may not be so at a later date, and
recommendations would of necessity be more vague and of less value in presenting a prospective
teacher to a prospective employer.
In order for the Career Center to function to the best advantage of all concerned, it is important
that they be notified as soon as a teaching position has been accepted.
Reference Checklist:

Include the names, emails, business phone # and possibly cell # if approved by your
references. These are individuals that you will use as references that you would like the
employer to talk with, at some time, during the hiring process.

The individuals you list as references DO NOT have to be the same individuals that you
have received letters of recommendation (or letters of reference) from for your portfolio
or self-credential file.

What format should you use when listing your references? When listing your references,
you have two options to choose from:
1. Your references can be part of your resume. List them directly following the last
section of text on your resume.
2. You can also list your references on a separate page. HOWEVER, remember to
include your name and contact information at the top of your page (you should
use the same heading you used on your resume). Follow this information with the
heading “REFERENCES”, and then list the contact information. An example of a
reference page is available at:
www.uwplatt.edu/careercenter/resources/index.html
8
PRACTICUM ROLES AND RESPONSIBILITIES
Role
Reading
Coordinator
Clinical
Experiences
University
Supervisor
Site
Supervisor
HighlyQualified
Licensed
Reading
Teacher
Student
Responsibilities
1. Verifies that student has completed all coursework and earned a qualifying
Praxis II score in preparation for practicum experience
2. Maintains student’s file to verify completion of program
3. Coordinates presentation of licensure portfolio
1. Administers and coordinates all practicum experiences
2. Works with administrators of cooperating schools in assigning practicum
students to the site supervisors
3. Assigns University Supervisors to work with Site Supervisors and practicum
students
4. Monitors practicum evaluations to ensure they are appropriately conducted
and recorded
5. Acts as fiscal agent for the practicum program
6. Serves as liaison between the student, Education Office of Special Programs,
various departments of the University and cooperating schools
1. Attends orientation to Practicum Supervision with Coordinator of Education
Office of Special Programs.
2. Observes student 3 times per quarter for students taking the practicum for 3
credits/6 times per semester for students taking the practicum for 6 credits
3. Completes the observation paperwork and final evaluation, discusses
contents with the student, and submits paperwork to the Clinical Experiences
Coordinator.
1. Supports student on working towards his/her goals
2. Completes the final evaluation, discusses contents with the student and
submits paperwork to Clinical Experiences Office OR may delegate this task
to the Licensed Cooperating Teacher supporting the practicum student.
1. Assists student completing practicum as a general education teacher or
unemployed individual
2. Must be a fully-licensed reading teacher willing to allow student to complete
practicum under his/her direction
3. Collaborates with University Supervisor on a Final Evaluation
1. Completes Pre- and Post-Practicum Self-Assessment
2. Keeps a Journal of practicum activity, observations, and reflections
throughout the practicum experience.
3. For each visit by University Supervisor, completes Pre-Observation Plan and
Post-Observation Reflection
4. Update Portfolio submitted during TCHG 7610 and present to Reading
Coordinator
5. Completes additional activities as assigned by University personnel
9
INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
University Supervisor_____________________
Date__________________________
Practicum Student ________________________
School________________________
Number of Practicum Credits________________
Time Spent:
With Practicum Student____________________
With Site-Supervisor______________________
ORIENTATION VISIT
_____ 1. Explain all forms
_____ 2. Outline University expectations of student
_____ 3. Explain the roles of student, University Supervisor and Site Supervisor
_____ 4. Facilitate the development of an observation plan
Comments:
____________________________________
Site-Supervisor Signature
___________________________________
Practicum Student Signature
_____________________________________
University Supervisor
____________________________________
Date
10
RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
Practicum Student
TIME (Hrs.)
W/Site
Supervisor or
reading Teacher
Date
W/Practicum
Student
Observation of.
Teaching
Date
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of
Teaching
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of
Teaching
1.
2.
3.
4.
5.
6.
Practicum Student
1.
2.
3.
4.
5.
6.
Practicum Student
1.
2.
3.
4.
5.
6.
Date
11
Discuss with Site-Supervisor/Reading Teacher and University Supervisor
Give Copy to University Supervisor
_____PRE OR ____POST PRACTICUM STUDENT REFLECTION
OF READING PRACTICUM COMPETENCIES
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
Class(s)
Key:
D = Distinguished
Performs as a
competent, Reading
candidate
P=
B=
Proficient
Basic
Performs as a successful Performs with minimal
beginning Reading
competency; regular
candidate
supervision required
U=
Unsatisfactory
(Incomplete)
Requires more
education/practice
NO =
Not
Observed
SEE RUBRIC
Please check each of the following competencies in the space that best
represents your judgment of the student teacher’s performance.
D
Standard 1 - Content: The teacher understands the central
concepts, tools of inquiry, and structures of the discipline
she or he teaches and can create learning experiences that
make these aspects of subject matter meaningful for pupils.
What I’m feeling comfortable with:
Goals:
P
B
U
NO
12
Standard 2 – Development: The teacher understands how
children with broad ranges of ability learn and provides
instruction that supports their intellectual, social and
personal development.
What I’m feeling comfortable with:
Goals:
Standard 3 – Diversity: The teacher understands how pupils
differ in their approaches to learning and the barriers that
impede learning and can adapt instruction to meet the
diverse needs of pupils, including those with disabilities and
exceptionalities.
What I’m feeling comfortable with:
Goals:
Standard 4 - Instructional Strategies: The teacher
understands and uses a variety of instructional strategies,
including the use of technology to encourage children’s
development of critical thinking, problem solving and
performance skills.
What I’m feeling comfortable with:
Goals:
13
Standard 5 – Environment: The teacher uses an
understanding of individual and group motivation and
behavior to create a learning environment that encourages
positive social interaction, active engagement in learning and
self motivation.
What I’m feeling comfortable with:
Goals:
Standard 6 – Communication: The teacher uses effective
verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry,
collaboration, active engagement in learning and self
motivation.
What I’m feeling comfortable with:
Goals:
Standard 7- Instructional Planning: The teacher organizes
and plans systematic instruction based upon knowledge of
subject matter, pupils the community and curriculum goals.
What I’m feeling comfortable with:
Goals:
14
Standard 8 – Assessment: The teacher understands and
uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical
development of the pupil.
What I’m feeling comfortable with:
Goals:
Standard 9 – Reflection: The teacher is a reflective
practitioner who continually evaluates the effects of his or
her choices and actions on pupils, parents, professionals in
the learning community and others and who actively seeks
out opportunities to grow professionally.
What I’m feeling comfortable with:
Goals:
10. Collaboration - The teacher fosters relations with school
colleagues, parents and agencies in the larger community to
support pupil learning and well-being and acts with integrity,
fairness and in an ethical manner.
What I’m feeling comfortable with:
Goals:
15
Discuss with Site-Supervisor/Reading Teacher and University Supervisor
Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE
Activity
WI
teaching
standard
connection
Reflection
16
Attach assessment and supporting documents you will use with this lesson
PRE-OBSERVATION PLAN BY PRACTICUM STUDENT
Fill out one week in advance of observation and submit to University Supervisor
Student ________________________University Supervisor _____________________Date___________
Task
_______________________________________________________________________________
Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial Collaboration, Parent Meeting,
Other – Be specific.
Goal(s) _______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Two or Three Content Guideline Connections
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Objective – What do I hope to accomplish?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Plan to achieve objective
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
17
POST-OBSERVATION REFLECTION BY PRACTICUM STUDENT
Fill out immediately after observation and prior to conversation with University Supervisor.
Did I accomplish my objective? Why or why not?
What went well?
What didn’t go well and why? What might I do differently in the future?
What effect has this experience had on me?
18
OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit
1
2
3
Date
____________________________
Student ____________________________ University Supervisor
____________________________
Time spent with Practicum Student_______ Time spent with Site-Supervisor/Reading Teacher _________
Time spent observing lesson_________________
COMPONENTS OF PROFESSIONAL PRACTICE
Check 2 or 3 observation area(s) during observation and narrate on the back and in additional
pages evidence of competency in each area observed.
Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of
the discipline she or he teaches and can create learning experiences that make these aspects of subject
matter meaningful for pupils
Standard 2: Development: The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social and personal development.
Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including
those with disabilities and exceptionalities.
Standard 4: Instructional Strategies: The teacher understands and uses a variety of instructional
strategies, including the use of technology to encourage children’s development of critical thinking,
problem solving and performance skills.
Standard 5: Environment: The Teacher uses an understanding of individual and group motivation and
behavior to create a learning environment that encourages positive social interaction, active engagement
in learning and self motivation
Standard 6: Communication: The teacher uses effective verbal and nonverbal communication
techniques as well as instructional media and technology to foster active inquiry, collaboration, active
engagement in learning and self motivation.
Standard 7: Instructional Planning: The teacher organizes and plans systematic instruction based upon
knowledge of subject matter, pupils the community and curriculum goals.
Standard 8: Assessment: The Teacher understands and uses formal and informal assessment strategies
to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of
his or her choices and actions on pupils, parents, professionals in the learning community and others and
who actively seeks out opportunities to grow professionally.
Standard 10: Collaboration: The teacher fosters relations with school colleagues, parents and agencies
in the larger community to support pupil learning and well-being and acts with integrity, fairness and in
an ethical manner.
__________________________________
University Supervisor
___________________________________
Practicum Student
19
GRADUATE PRACTICUM EVALUATION
(By Site Supervisor/Cooperating Teacher)
(Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed
cooperating teacher.)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for
pupils.
Standard 2.Development: The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual,
social, and personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a variety
of instructional strategies, including the use of technology, to encourage
children’s development of critical thinking, problem solving, and performance
skills.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
20
Standard 5.Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to
foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community,
and curriculum goals.
Standard 8.Assessment: The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social,
and physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others, and who actively seeks out
opportunities to grow professionally.
Standard 10.Collaboration: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support pupil
learning and well-being and acts with integrity, fairness, and in an ethical
manner.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
21
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.
22
GRADUATE PRACTICUM EVALUATION
(By University Supervisor)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for
pupils.
Standard 2.Development: The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual,
social, and personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a
variety of instructional strategies, including the use of technology, to encourage
children’s development of critical thinking, problem solving, and performance
skills.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
23
Standard 5.Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to
foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community,
and curriculum goals.
Standard 8.Assessment: The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others, and who actively seeks out
opportunities to grow professionally.
Standard 10.Collaboration: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support pupil
learning and well-being and acts with integrity, fairness, and in an ethical
manner.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
24
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.