1
ESL/
BILINGUAL
Practicum
Handbook
UPDATED AUGUST 2015
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
Karen Stinson
EOSP Coordinator
Phone: 608-342-1131
Support Staff
Jessica Leibfried
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FOREWORD
This ESL/BILINGUAL Practicum Handbook has been prepared to guide you through
your final phase in obtaining ESL/Bilingual education 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 are 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 ESL/Bilingual teachers
effectively serving students with disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Karen Stinson
EOSP Coordinator
University of Wisconsin-Platteville
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TABLE OF CONTENTS
Foreword………………………………………………………………………… ..............3
Table of Contents .................................................................................................................4
Practicum Requirements ......................................................................................................5
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
Weekly Log…………………………………………………………………………… ....15
Pre-Observation Plan…………………………………………………………………. ....16
Post-Observation Reflection ..............................................................................................17
Observation Report by University Supervisor ..................................................................18
Final Evaluation by Site Supervisor ..................................................................................19
Final Evaluation by University Supervisor ........................................................................22
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Practicum Requirements
To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Cooperating Teacher/Site Supervisor and University Supervisor.
Practicum students serving a school district on an emergency license as an ESL/Bilingual 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 ESL/ BILINGUAL paraprofessional
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 bilingual setting performing tasks typically assigned
to an ESL/Bilingual 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 bilingual setting performing tasks typically assigned
to an ESL/bilingual teacher. Plan on seven weeks of consecutive instruction and service
to the district.
Bilingual Requirement
Student must be proficient in two languages AND have a practicum that includes teaching experience in
more than one language.
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Students wanting licensure at both the elementary and secondary levels
The ESL/Bilingual endorsement will match the grade levels of your regular teaching license(s).
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
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PRACTICUM ROLES AND RESPONSIBILITIES
Role
ESL/BILINGUAL
Coordinator
Clinical
Experiences
Coordinator
University
Supervisor
Site
Supervisor
Or
Cooperating
Teacher
Highly-Qualified
Licensed
ESL/Bilingual
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, discusses contents with the student, and
submits paperwork to the Clinical Experiences Coordinator.
4. Completes final evaluation and has final responsibility for assigning student a
grade for practicum. The letter grade should be a consensus from following
people: University Supervisor, Site Supervisor and/or Licensed Cooperating
Teacher
1. Supports student on working toward his/her goals.
2. Observes student and completes a final evaluation if a Licensed Cooperating
Teacher is not assigned to the practicum.
3. Collaborates with University Supervisor in assigning a final grade for the
student if a Licensed Cooperating Teacher is not assigned to the practicum.
1. Assists student completing practicum as a general education teacher or
unemployed individual
2. Must be a fully-licensed ESL teacher willing to allow student to complete
practicum under his/her direction
3. Completes a final evaluation and 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 ESL Coordinator
5. Completes additional activities as assigned by University personnel.
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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
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RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
Practicum Student
Practicum Student
Date
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of.
Teaching
Date
W/Practicum
Student
TIME (Hrs.)
W/Site
Supervisor
Observation of
Teaching
11
Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor
Give Copy to University Supervisor
____PRE- ____POST-PRACTICUM STUDENT REFLECTION
OF BILINGUAL/BICULTURAL PRACTICUM COMPETENCIES
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
ESL/Bilingual
D=
Key: Distinguished
Performs as a competent,
ESL/Bilingual
candidate
P=
Proficient
Performs as a successful
beginning ESL/
Bilingual candidate
U=
Unsatisfactory
(Incomplete)
B=
Basic
Performs with minimal
competency; regular
supervision required
NO =
Not
Observed
Requires more
education/practice
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:
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.
What I’m feeling comfortable with:
Goals:
15
Discuss with Site-Supervisor/ESL/Bilingual Teacher and University Supervisor
Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE
Activity
ESL/Bilingual
Connection
Reflection
16
Attach assessment and supporting documents you will use with this lesson
PRE-OBSERVATION PLAN
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
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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POST-OBSERVATION REFLECTION
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?
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OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit
1
2
3
Date
____________________________
Student ____________________________ University Supervisor
____________________________
Time spent with Practicum Student_______
Time spent with Site-Supervisor ESL/Bilingual 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
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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.