High Incidence MOSAIC Phase-in Schedule
What follows is a suggested phase-in schedule for MOSAIC students; however, it must
be stressed that the time and degree of how MOSAIC students assume teaching
responsibilities is truly an individual process and must be made jointly with input from
the MOSAIC student, the mentor, and the university supervisor. Although a MOSAIC
student may assume responsibility for teaching a class, he/she should still have the
continual support, input, and feedback from the mentor teacher. This is essential for the
growth of the MOSAIC student and for the students in the class(es) to receive effective
instruction.
SPRING SEMESTER – Students in the MOSAIC program participate in both a
content and a high incidence (special education) student teaching experience during the
spring semester. The high incidence special education placement, which takes place
during the fall semester, takes place 50% of the day (shared equally with the content
area experience). MOSAIC student teachers will attend student teaching every school
day between January 8, 2016 and April 22, 2015. The high incidence special education
student teaching placement should mirror the three stages of practicum experiences
outlined by PDE (observing, assisting/pre-student teaching, and teaching).
Required Experiences –
MOSAIC student teachers schedules should align with the Special Education mentor
teacher as closely as possible. Student Teachers are expected to demonstrate the ability
to independently “take over” the instructional and professional responsibilities of their
mentor teacher for 2 periods a day. Additionally they need experience with a range of
activities to prepare them for the various professional roles of a special educator. If
these experiences do not match the instructional structure at the placement site please
help the student teacher negotiate with the mentor teacher to arrange reasonable
substitutions.
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Co-teach with a general education (co-planning, providing shared instruction
and assessment responsibilities using various models of co-teaching).
Conference with students’ general education classroom teachers on an as
needed basis about behavior, academics, accommodations etc.
Support the Mentor Teacher in the development of Student’s IEP and Reevaluation Documentation
Attend IEP meetings
Coordination students’ ancillary support services (i.e. OVR, OT, PT, counselor
etc.)
Facilitate paraprofessional schedules and responsibilities related to your
students and instruction
Attend professional development sessions offered by School District
Revised 6/2015
***Throughout the entire incidence placement the mentor teacher is expected to make
frequent observations and participate in scheduled feedback conferences with the
MOSAIC student. The mentor teacher must provide copies of five observations
electronically or in hard copy to the university supervisor following each observation.
The MOSAIC student is also responsible for submitting all formal observation forms for
placement in their university file.
During the spring semester, the university supervisor responsibilities are
as follows:
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An initial meeting on site with the MOSAIC student and the mentor teacher to
review program expectations and responsibilities (initial meeting).
A minimum of 5 teaching observations of the MOSAIC student conducting an
activity or a full lesson.
If the supervisor thinks that it would be useful to complete a co-planning
meeting with the MOSAIC student. In this meeting, the MOSAIC student and
university supervisor should co-plan at least one lesson so that they share
common planning expectations and so that the university supervisor can give
her/his expert guidance to the MOSAIC student. The co-planning meeting
may take the place of a formal observation.
The supervisor will read and comment on student’s entries to their PDE 430
portfolio.
The supervisor should submit a formative midterm evaluation of the
MOSAIC student, with mentor input, by early March. The formative midterm
evaluation will use the MOSAIC/Special Education Midterm/Final Evaluation
Form and should be submitted to the student’s seminar instructor Dr. Sheila
Conway (sjconway@pitt.edu).
The supervisor should submit a formative final evaluation of the MOSAIC
student, with mentor input, no later than April 15th. The formative final
evaluation will use the MOSAIC/Special Education Final Evaluation Form
and should be submitted to the student’s seminar instructor, Dr. Sheila
Conway (sjconway@pitt.edu).
The supervisor acts as a liaison between the school and the university.
Communicate frequently the program coordinator, Sheila Conway about any
concerns you have regarding the student teacher.
Revised 6/2015