University of Wisconsin-Whitewater
Curriculum Proposal Form #4A
Change in an Existing Course
Type of Action (check all that apply)
Course Revision (include course description & former and new syllabus)
Contact Hour Change and or Credit Change
Diversity Option
General Education Option
area: Select one: *
Grade Basis
Repeatability Change
Other:
* Note:
For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General
Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Effective Term: 2157 (Fall 2015)
Current Course Number (subject area and 3-digit course number): SPECED 489C
Directed Teaching Special Education – Emotional/Behavioral Disorders
Current Course Title:
Sponsor(s):
Rowand Robinson
Department(s):
Special Education
College(s):
Education
List all programs that are affected by this change:
Special Education Major
If programs are listed above, will this change affect the Catalog and Advising Reports for those
programs? If so, have Form 2's been submitted for each of those programs?
(Form 2 is necessary to provide updates to the Catalog and Advising Reports)
NA
Yes
They will be submitted in the future
Form 2’s have been created for both emphasis areas (EBD/LD and CD). Please refer to these form
2’s for program details.
Proposal Information:
(Procedures for form #4A)
I.
Detailed explanation of changes (use FROM/TO format)
FROM:
SPECED 489A Directed Teaching Special Education – Emotional/Behavioral Disorders – 4 credits
TO:
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SPECED 489A Directed Teaching Special Education – Emotional/Behavioral Disorders – 3 credits
II.
Justification for action
The Department of Special Education is revising the current undergraduate teacher
licensure program to meet new and on-going state Department of Public Instruction
(DPI) requirements. Program revision involves changes to existing courses, addition
of new courses and deletion of courses. The changes to SPECED 489C align with
changes throughout the program and assist with maintaining credits to degree (i.e., no
additional credits to degree have been added). The Department of Special Education
is revising the current undergraduate teacher licensure program to meet new and ongoing state Department of Public Instruction (DPI) requirements. Program revision
involves changes to existing courses, addition of new courses and deletion of courses.
The changes to SPECED 489A align with changes throughout the program and assist
with maintaining credits to degree (i.e., no additional credits to degree have been
added). As the overall credits to degree are not changing, this reduction in credits
does not affect FTE.
III.
Syllabus/outline (if course revision, include former syllabus and new syllabus).
Please note that prior to this curricular revision, there was not a syllabus for this
course. Instead, the field requirements were outlined in the Student Teaching
Handbook provided to all teacher candidates at the beginning of their directed
teaching semester. In light of feedback following the HLC review in 2012 and this
curricular revision, a syllabus has been created and is included here.
University of Wisconsin-Whitewater
College of Education
Department of Special Education
SPECFLD 489 A and D or SPECFLD 489 B, C, and D: Cross Categorical Directed Teaching
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Credits: 11*
*489A = 6 credits & 489D = 5 credits for 11 credits total for CD emphasis
489B = 3 credits, 489C = 3 credits, & 489D = 5 credits for 11 credits total for EBD/LD emphasis
Co-requisite: SPECED 480/680 Directed Teaching, Internship, Graduate, Practicum, and Phase 4 Seminar
Course Description:
The focus of this course is to support undergraduate and graduate teacher candidates to use formal and informal
assessments, apply evidence-based practices in instruction, behavior management, working with families and
community agencies in special education, gain first-hand experiences with diverse learners with disabilities,
experience the different types and levels of service delivery models in different emphasis areas across the special
education continuum, and reflect on how, when, and why specific evidence-based practices are implemented in
public school and alternative school settings. Teacher candidates will explore respective roles and responsibilities of
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all student teaching personnel. Attention is also given to the recognition and application of skills and activities
fundamental to the development of effective teachers. Teacher candidates will complete all special education
department requirements including the Educator Teacher Performance Assessment (edTPA), an IEP, FBA and BIP,
along with weekly reflection journal submissions.
Required Text, Course Materials, and Readings:
There is no required textbook. Required study materials include: the Department of Special Education Teacher
Candidate Handbook, Host District Handbook, edTPA Special Education Handbook; clinical evaluation form,
professional disposition evaluation form, portfolio artifact evaluation form, monthly observation form and weekly
reflection form
Text: The University supervisor reserves the right to have teacher candidates access all previous textbooks related to
the knowledge and skills in special education.
IV.
Additional Resources
Wisconsin Department of Public Instruction: http://www.dpi.state.wi.us/dpi/dlsea/een/eligild.html
Reauthorization of the Individuals with Disabilities Education Act, H.R. 1350: http://thomas.loc.gov/cgibin/query/z?c108:H.R.1350:<<update-043003.doc
College of Education Conceptual Framework
Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher
preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our
operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty
scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection
upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must
take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry
(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect
commitment to these underlying principles.
Diversity and University Policies:
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes;
the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies
and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary
Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
i)
Compliance with the Americans with Disabilities Act and Reasonable Modifications Requests:
All reasonable efforts will be made to accommodate the needs of students with documented disabilities
within this course as per the requirements of the Americans with Disabilities Act (1990) including changes
made by the ADA Amendments Act of 2008 (P.L. 110-325). Students with a disability must provide
official University documentation from the Center for Students with Disabilities. Please note that
accommodations and modifications cannot be performed retroactively! All modifications will occur from
the date official university documentation is provided to the instructor. Students in need of reasonable
modifications need to communicate with the instructor to discuss the needed modifications. If the
modification requires the assistance of equipment, or materials that are beyond those readily provided by
the instructor, then the student is to work with the Center for Students with Disabilities. The student must:
 Sign a request for services based on the presence of a formally diagnosed disability;
 Request accommodation /modification services from the Center for Students with Disabilities to
accommodate the qualifying disability. (John D. Truesdale, memorandum, Aug. 15, 1996).
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ii)
Teacher Candidate Conduct, Academic Integrity, and Code of Ethics:
The University of Wisconsin at Whitewater UWW) has established rules and regulations that govern
student conduct and discipline designed to ensure orderly and efficient conduct. It is the responsibility of
each teacher candidate to review The University of Wisconsin System Chapter 17 rules and regulations that
address student conduct and discipline. Academic integrity rules that address plagiarism, cheating,
misrepresentation of work are addressed under UW System Chapter 14 Rules. The Department of Special
Education at UWW subscribes to professional and personal conduct in this course which reflects the
Special Education professional association’s code of ethics (Council for Exceptional Children (CEC)
including such standards as maintaining the confidentiality of children, families, and your colleagues.
iii)
Statement Regarding Internet Failure, Computer Problems, or D2L Disruption:
As with any technology, D2L and other internet based course delivery systems have the potential for
technical problems. Even though we would like to think technology will be available and fully functional at
all times, it is important to prepare for those downtimes when technology fails, should that happen. To
prepare for potential technology glitches that result in D2L access disruptions, you are encouraged to save
and/or print a copy of the syllabus, assignment schedule, and course powerpoints. It is important to save my
email name@uww.edu so that you are able to contact me as necessary should D2L be down. It is important
that you first determine that technology problems you are experiencing are D2L based rather than your
personal internet provider or computer. You can contact the Help Desk as described in the Start Module to
verify D2L technical problems. If D2L is not available and you have an assignment to complete or submit
via the D2L digital dropbox, then send an email with the assignment attached on or before the assignment
due date. Please do not email assignments to me when D2L is working: they will not be accepted.
Teacher candidates enrolled in courses where Desire to Learn (D2L) is utilized are responsible for
providing documentation of any computer-related malfunctions, including but not limited to a disruption of
power, a computer crash, or internet failure. If a teacher candidate experiences a computer-related
malfunction while completing a quiz or assignment in Desire to Learn (D2L), he or she should attempt to
print the screen that is visible on the monitor when the error occurs. The teacher candidate may also
consider a time-stamped photograph of the computer screen. The instructor will evaluate the documentation
provided to determine the appropriate course of action.
Course Objectives:
The general objectives of the course are to support undergraduate and graduate teacher candidates to demonstrate
application of evidence-based, culturally responsive, and trauma sensitive practices in special education, gain firsthand experiences with learners with disabilities, experience the different types and levels of service delivery models
across the continuum, and reflect on how, when, and why they implement specific evidence-based practices in their
public school or alternative school placement site. Further, teacher candidates will demonstrate competence in
working collaboratively with staff to make accommodations so that learners with disabilities can access the general
education curriculum and to support them to achieve college and career readiness standards. Teacher candidates will
also effectively work collaboratively with other school staff, support personnel, families, community agency staff,
and the students to coordinate and implement transition activities for learners with disabilities.
Teacher candidates (TC) will be able to develop unit plans and effective lesson plans using models approved by the
department and placement site. TCs will work collaboratively with placement classroom cooperating teacher,
families, family advocates/supports, and agencies as needed to develop legally defensible IEPs, conduct FBA,s
develop and implement BIPs on selected students. TCs will plan, develop lessons that will be videotaped for the
edTPA in their placement classroom with written permission slips from families and students that are of age.
Specific Course Objectives and Standards Addressed in the Course:
On completion of the course, teacher candidates will be able to:
Objective
Identify through observation evidence-based practices
in place in the learning environment.
NCATE
(CAEP)
1
4
CEC
INTASC
WTS
1,2,3,
5
2,3,4,5,6,
8
1,4 &
7
Identify and reflect on the positive behavior supports
and classroom management plan used in the
classroom
Identify and describe accommodations used for
students with disabilities in inclusive classrooms and
on statewide testing.
Conducts an FBA, develops and implements a BIP
1
2,5,6
3,9
5&6
1& 3
1,4 7
5
2,6
1,2,3,
7& 8
1
1, 2, & 3
2,3,4,5,6,
8
1,2,3,6,7,
&8
1,4,7
Serve as an effective member of an IEP team, will
complete all assessments for a target learner,
collaboratively develop the IEP and complete the IEP
reports
Discusses and is able to use the district progress
monitoring system to affect academic outcomes and
demonstrate how to implement curriculum based
measurement with students
Identify and demonstrate competence in planning and
delivering differentiated, standards based, culturally
responsive, and engaging lessons.
1,2,3,
5
1,2,3,
4, 5,
6, &
7
3&4
7&8
8&9
1,3,4
1,2,3,
4, &
5
1,2,3,4,
&5
Implement evidence based, culturally responsive, and
trauma sensitive behavior management strategies.
Use available information, data to collaboratively
develop accommodations for learners with disabilities
to access the general education curriculum and to
support achieving college and career readiness
standards
Integrate the use of pedagogically sound technology
and assistive technology to support student learning.
Identify, discuss and demonstrate competence in
developing the edTPA portfolio and successfully
submitting it on taskstream.
Work collaboratively with paraprofessionals, other
school professionals, families, and community
agencies to support transitioning of learners with
disabilities.
Demonstrate professional dispositions articulated and
required by the college, the department of special
education, and the host school district.
Demonstrate professional behavior when participating
in meetings with parents, other teachers, related
service personnel, administrators and community
agencies.
Reflect professionally on practices observed and used
and ensure that practices reflect research or evidence
based practices.
Develop a personal professional development plan.
1
1, 2, 5
5, 6, 8
1, 2,3
3,4,5,
6,7,8,
.
5, 6, 8
1, 3
1,2,3,
4, 5
2,3,4,5,6,
10
2,3,4,
5,6,
10
1
5, 6
2,6,7
1,3,4
1-7
1-10
4,5,6,
7
1-10
1
6, 7
9, 10
9, 10
1
6, 7
8, 10
9, 10
1
6, 7
8, 10
9, 10
1,3,4
3,4,5,
6, 7
1-10
1-10
3
6, 7
9, 10
9, 10
1,3, & 4
1,2,3,
6,7,8,
& 10
Wisconsin Department of Public Instruction Required Field Competencies:
To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate
proficient performance in the knowledge, skills, and dispositions under all of the ten teacher standards:
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1 Teachers know the subjects they are teaching. 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.
2 Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and
provides instruction that supports their intellectual, social, and personal development.
3 Teachers understand that children learn differently. 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.
4 Teachers know how to teach. 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.
5 Teachers know how to manage a classroom. 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.
6 Teachers communicate well. 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.
7 Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction
based upon knowledge of subject matter, pupils, the community, and curriculum goals.
8 Teachers know how to test for student progress. The teacher understands and uses formal and informal
assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development
of the pupil.
9 Teachers are able to evaluate themselves. 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.
10 Teachers are connected with other teachers and the community. 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.
Course Requirements and learning assessment
1. Review the Department Directed Teaching Handbook, COEPS Field Experience Handbook, Host School
District Handbook
2. Complete and have artifacts rated by the university supervisor: a)FBA/BIP and b) IEP
3. Demonstrate competence in: unit planning, lesson development and presentations; classroom management,
co-planning, co-teaching, developing behavioral and academic accommodations for learners with
disabilities, demonstrate integrating the use of technology, working with other school professionals,
families, and community agencies
4. Demonstrating competence in developing the edTPA portfolio and successfully submitting it on taskstream.
5. Demonstrating professional dispositions articulated and required by the college, the department and the
host school district.
Learning Assessment:
Teacher candidate performance in this course will be evaluated by the university supervisor designated, the
cooperating teacher who will have a minimum of three years of teaching experience and has completed the student
teacher supervision course offered free by the college; successful completion of the edTPA, successful completion
of the Department portfolio that includes IEP; FBA/BIP, positive rating of professional dispositions and positive
ratings designated for the Directed Teaching Clinical Evaluation.
Teacher Candidate Expectations:
The teacher candidates (TC) will attend a COEPS Orientation meeting prior to the placement, attend an Orientation
Seminar scheduled prior to beginning student teaching at the approved placement site, and then begin student
teaching on the designated date. Teacher candidates will also be required to attend the SPECED 480/680 Phase 4
Seminar on designated dates. TCs are required to pass the Phase 4 seminar to matriculate in the program as part of
student teaching. TCs have to also successfully complete the State Foundations of Reading Test (WFOR) and
successfully complete the edTPA to be recommended for licensure.
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1.
Professionalism at the Placement School:
a. Approach tasks assigned to you by the classroom cooperating teacher with a positive and
professional attitude.
b. Dress professionally.
c. Use appropriate professional language.
d. Turn off cell phone when entering the school.
e. No tobacco products on school grounds.
f. No chewing gum, candy, drinks or snacks except at appropriate breaks or lunch.
g. Do not use school materials or equipment for personal use.
h. Be proactive and take initiative within expectations of the cooperating teacher.
i. Clean up online networking social sites or anything that could be viewed negatively on your
online footprint.
j. Do not exchange emails or friend students on Facebook.
k. Communicate respectfully with students, staff, faculty, administration, and families.
l. Respect boundaries spelled out by the cooperating teacher.
m. Respectfully ask questions when unsure about procedures, expectations, conduct etc.
n. Privately discuss concerns with your university supervisor and if there are serious placement
issues immediately contact the Special Education Directed and Field Experience Coordinator.
2.
Promptness at Placement School:
a. Work with cooperating teacher to schedule the first university supervisor visit within the first
week of your placement and send the first visit information and directions to your school to the
university supervisor.
b. Send edTPA permission slips the first week of placement.
c. Follow up and request assistance from the cooperating teacher, university supervisor, and inform
the phase 4 seminar instructor, if permission forms are not signed and returned within a week.
d. Work with the cooperating teacher and university supervisor and develop a semester schedule of
activities.
e. Work with the cooperating teacher and university supervisor to identify the target learner for the
edTPA videotaping unit lessons.
f. Submit weekly reflections to the university supervisor in a timely manner using the department
weekly reflection form.
g. Complete and submit midterm and final self-evaluations: Clinical Evaluation and the Professional
Dispositions Inventory.
3.
4.
Placement School Based Activities:
Portfolio consists of three parts that are based in your placement and submitted, rated in class and all must
be passed. The edTPA, the IEP and the FBA/BIP must meet departmental standards. Rubrics for each
component will be distributed separately and posted on D2L. Teacher candidates are to submit components
for instructor documentation on specified dates and then submit components on taskstream as directed.
Components can be submitted before the due date, but once submitted, the assignment is graded as is.
Successfully plan and implement lessons using evidence based practices and collaboratively plan
accommodations for learners at the placement site.
Successfully use evidence based, culturally responsive, and trauma sensitive behavior management
strategies at the placement site.
Successfully integrate the use of technology and assistive technology in instruction.
Successfully work with students, the cooperating teacher, university supervisor, other school staff, families
and community agencies.
5.
6.
7.
8.
General Requirements/Responsibilities for the Teacher Candidate
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Teacher Candidates are required to be at their site five full days per week for the entire student teaching period
designated.
Teacher Candidates follow their cooperating school district calendar. Note this includes cooperating district’s
vacation schedule.
Regular attendance at student teaching sites is considered extremely important. Adjustments of schedules should be
negotiated between the cooperating teacher and teacher candidate. Supervisors should be informed of the schedule
and any resulting adjustments.
Weekly Updates/reflections. Teacher candidates will summarize, reflect on, and critically analyze events of the
previous week. Discussion should include strengths (e.g. accomplishments or growth opportunities), areas of
frustration (e.g. interactions with students/staff; failed lesson plans) and areas to target for development or assistance
from supervisor and/or cooperating teacher.
Document the use of technology in the directed teaching placement in your journal (i.e., iPad, Smartboard,
Inspiration, Kidspiration, etc.)
Maintain a parent contact log throughout this phase of student teaching of phone calls, parent notes, home visits,
parent teacher conferences etc. to document collaboration with families that addresses one of the state standards.
Teacher Candidates may, if necessary, accumulate a total of 3 absences: a combination of either; (a) sick days or (b)
personal or family emergency days. Missing more than 3 days will seriously jeopardize your successful completion
of the student teaching requirement. Extenuating circumstances must immediately be discussed with your university
supervisor. Teacher candidates that are absent for more than a week, even as a result of illness may have to extend
their student teaching to the following semester should student teaching slots be available. There are options that
will have to be discussed and determined by the student teaching coordinator in consultation with the COEP
Directed Teaching Office.
If teacher candidates are going to be absent from their sites, they must inform their cooperating teacher by 6:00 a.m.
If the teacher candidate is going to be absent from school and a site visit has been arranged, they must inform their
university supervisor by 6:00 a.m.
Teacher candidates should attend to personal business and errands outside of the time they are required to be at their
site. If a doctor/dentist appointment is necessary, one of the three allotted absences should be used.
It is the teacher candidate’s responsibility to initiate communication with the cooperating teacher and University
supervisor to keep them informed of needs, problems, and/or personal growth.
Work with the cooperating teacher to develop a semester-long calendar detailing your assumption of responsibilities.
Student teaching is graded on a satisfactory or unsatisfactory scale. A grade of S for the student teaching experience,
the recommendation of the cooperating teacher, University supervisor, are required for departmental endorsement
for teacher certification.
Please note: your teacher certification cannot be issued prior to the last day of student teaching.
Specific Instructional Activities and Products Completed in Preschool Early Childhood Special Education
Programs
Learning Experience
Review the Special Education Directed
Teaching Handbook, COEPS Field
Experience Handbook; Host School
District Handbook, edTPA Handbook
Work with the cooperating teacher and
university supervisor to develop a student
teaching responsibility plan.
Maintain a sequenced composite of all
lesson plans, activities, themes, etc. placed
in the required Student Teaching Binder
discussed in the Special Education
Directed Teaching Handbook.
Provide leadership in an IEP meeting.
Notes
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Participate in family conferences and,
when available in the program, in family
meetings and home visits.
Conduct an educational assessment for at
least one learner.
Conduct a Functional Behavioral
Assessment
Develop a complete, comprehensive IEP
for at least one learner, following the
model available in the placement or an
appropriate substitute.
Be prepared to describe your
responsibilities as classroom teacher
including your role in:
-developing and writing all lesson plans for
classroom activities (in collaboration with
the team)
-selecting or developing appropriate
materials and curriculum
-assigning duties to other team members
-providing team leadership as needed
-evaluating the effectiveness of your
performance and demonstrating the ability
to make changes as needed
-maintaining effective management of
behavior
Maintain a narrative and self-assessment
journal following the guidelines provided
by your University Supervisor.
Guidelines for Completing Individual Activities
1. Maintain a sequenced composite of routines, weekly schedules, and complete lesson plans throughout
the directed teaching assignment.
An overall schedule may show daily routines (i.e. small group, large group, outdoor play, snack, free play, etc.).
Daily routines must then be broken down into weekly schedules in which you identify
projects/lessons/activities/content that are planned for the following week (i.e. “science - learning about changing
conditions of water”, “introducing the letter W”, etc.). Detailed lesson/activity/project plans are then written based
on the weekly schedule.
These lesson/activity plans are helpful in demonstrating
 How you teach content through either a thematic or project-based approach,
 How you plan indoor and outdoor activities
 How you collaborate with families and community members to incorporate their resources into your
teaching,
 What instructional strategies and approaches you use that provide children with ample opportunities to
practice developmentally appropriate skills embedded in their daily routines.
A lesson plan template required by the department and used for your edTPA lessons is provided and further
guidelines are outlined below. After the completion of the edTPA videotaped lessons, you can work with
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your cooperating teacher and university supervisor to structure a shortened version of the lesson plan in a
way that best helps you prepare for the specific planning needs in your classroom. You should work with
your University Supervisor regarding how many detailed lesson plans you should submit after the
completion of the edTPA unit. Once your University Supervisor has a clear idea of your thinking process as
you plan instruction, you may use your typical strategy for planning approved by both the university
supervisor and cooperating teacher. The components that are important in planning are outlined below and
will also be discussed in the SPECED 480 Phase 4 Seminar you are concurrently enrolled in:


Title of activity/lesson/project and brief description
Expected overall outcomes for learners (linked to Common Core Standards; Wisconsin Standards health and physical development, social and emotional development, language development and
communication, approaches to learning, and cognition and general knowledge etc. )
 Individual children's learning objectives (based on students' IEP) that the lesson/activity is targeting,
including behavioral criteria (to measure child progress)
 Environmental preparations; class climate
 Needed materials
 How you introduce the activity (incl. family and community resources used)
 The activity process/script (what do you do, say; what do learners do, how do you respond?)
 How activity/lesson will conclude and how you help learners transition to the next routine
Any curriculum modifications (CM), embedded learning opportunities (ELO), and child-focused, evidence based,
culturally responsive instructional and behavioral strategies that are incorporated to help the students succeed.
2.
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Attend and Shadow the Cooperating Teacher in at least one IEP Team meeting and family
conference:
Submit a weekly reflection about the pre-meeting, meeting, and post-meeting activities you participated in.
Reflect on what professionals did to assure that positive collaboration and communication between all involved
persons on the team was maintained throughout the process.
3. Conduct an educational assessment for at least one learner. This includes writing the IEP
report.
4. Conduct a Functional Behavioral Assessment. During the student teaching, conduct a Functional Behavioral
Assessment (FBA) for a child whose behavior(s) meets all the indicators that warrant an FBA. Based on the FBA,
design a positive behavior support plan, also called a functional behavioral plan (BIP) using forms provided by the
school or the ones provided in the SPECED 480 Phase 4 Seminar. Show the effectiveness of the plan through data
collection as the plan is implemented.
5. Develop and complete a comprehensive IEP for at least one learner in your program, following the model
available in your placement or an appropriate substitute discussed in Phase 4 seminar
6. Maintain a weekly narrative/progress report that focuses on critically analyzing the events of the previous
week. Send a reflective journal entry to your university supervisor each week electronically on an agreed upon date
and time e.g. Friday evenings or Saturday. The journal entry should address the following questions or others as
determined by the university supervisor including the Weekly Feedback Form included in the syllabus.
 What was the best part about my instruction this week? Highlight important accomplishments and growth
opportunities.
 What would you change if you were to do the week over?
 How did you feel about your interaction with the learners? Why?
 How did you feel about your interactions with other professionals, family members and/or care givers?
Why?
 How did you work as a partner with your cooperating teacher? Why?
 What areas or practices do you target for improvement?
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What resources can you identify that will help you improve the targeted areas? What resources can your
cooperating teacher or university supervisor assist you with?
How are you progressing with your edTPA, FBA/BIP, and IEP plans? What can the cooperating teacher or
university supervisor do to assist?
What questions do you have for the supervisor?
7. Student Teacher Binder Requirement
Each teacher candidate is required to develop and maintain a student teacher binder in a large three-ring binder with
tabs for the different materials required. The purpose of this binder is to assist teacher candidates to organize
student teaching materials and provide easy access to assignments and requirements completed. This binder will
also assist in the development of the teacher candidate’s professional portfolio. The binder will be reviewed by the
university supervisor. Items in the binder are to be organized into five clearly labeled sections: (1) General
information (2) Placement program documents and thumbnail sketches (3) Educational materials and (4) Portfolio
artifacts.
(a) General information materials to be included in the Student Teacher Binder
 A copy of the department student teacher handbook, COEPS handbook, host school district
handbook and edTPA handbook.
 Professional goals and updates: each student teacher is to develop an individual set of professional
goals that he/she wishes to achieve by the end of the semester.
 A copy of the Initial Professional Dispositions Inventory (IPDI) and other evaluation forms
 Copies of weekly updates /reflections
(b) Placement Program Documents and Thumbnail sketches:
NOTE: The cooperating teacher, student, and university supervisor can negotiate and agree on the materials to be
included in the binder during that first introductory three-way conference.
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Thumbnail sketches i.e. student profiles: The teacher candidate will conduct a class study of those students in
the cooperating teacher’s caseload. Review students’ RtI plans; IEPs; behavior plans, review student files,
observe the students during the first week, discuss with the cooperating teacher and other personnel working
with the students and interact with students to learn about them to compile the Thumbnail Sketches. The
information must be compiled in a readily accessible format such as a case study. The purpose of this exercise is
help the teacher candidate to learn as much as possible about the students and their educational program so that
he or she can assist them in maximizing their potential. A tab for just the thumbnail sketches will help make it
easily accessible for the university supervisor during observation visits.
A copy of the host district’s IEP and related forms
Lesson plans: The teacher candidate will use the edTPA lesson plan format for all lessons planned even prior to
the completion of the formal edTPA Learning Segment.
Lesson plans completed must be kept in the student teaching binder for examination by the university
supervisor.
A lesson plan must be submitted to the University supervisor 1 school day prior to each of her/ his scheduled
observations or at a time agreed upon.
Lesson plans must be typed.
The university supervisor and cooperating teacher can, if the teacher candidate has demonstrated mastery of all
lesson plan components allow the teacher candidate to use a modified lesson plan they both agree on.
Student RtI plans completed and implemented.
PBIS intervention guidelines for the school.
General Cooperating Teacher Roles:
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Work with the teacher candidate to develop a plan to implement university requirements and the edTPA within
classroom/school and to monitor the development of the teacher candidate.
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Develop a plan for phasing-in and phasing-out the teacher candidate’s responsibilities during the student
teaching semester with input from the university supervisor if needed.
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Complete one (1) formal lesson observations using the Monthly Observation Form provided under Appendix
B
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Discuss the teacher candidate’s performance on the formal lesson observations: positive performance as well as
suggestions for growth in the different focus areas.
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Engage in a three-way post university supervisor visit observation conferences with the teacher candidate and
university supervisor. Positive points and recommendations made during the three-way conference should be
noted on the observation form. At the end of the conference the teacher candidate will sign the form and you
will each have a copy of that visit.
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Copies of the completed, signed observation forms are filed with the College of Education and Professional
Studies Office of Field Experiences, in the teacher candidate’s three-ring binder, and in the supervisor's records.
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When the teacher candidate starts the edTPA Learning Segment Unit, you can still provide focused feedback,
however, you cannot tell the student teacher what to change or do for the edTPA Learning Segment.
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Complete the midterm and final a) clinical experience evaluation form and b) the initial professional
dispositions form
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Confer with the university supervisor to determine and reach consensus about the teacher candidate’s
satisfactory performance on the clinical and initial professional dispositions evaluations at midterm that will
indicate the teacher candidate’s mastery of student teaching competencies and expectations.
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If at midterm you and the university supervisor determine that the teacher candidate is not satisfactorily
performing to meet standards, and expectations for student teaching, you will cooperatively develop a contract
that spells out expected levels of performance and competencies the teacher candidate will have to demonstrate
to successfully complete student teaching. The university supervisor will inform and work with the Department
of Special Education Student Teaching Coordinator when a teacher candidate is identified as “at risk” during
student teaching.
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Confer with the university supervisor to complete the final clinical and initial professional dispositions
evaluations to determine and reach consensus about the teacher candidate’s satisfactory performance that
indicates that the teacher candidate has met student teaching standards; all student teaching and program
requirements, and has demonstrated all competencies to successfully complete student teaching and become
eligible for licensure.
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The university supervisor, after consultation with you will communicate to the Department of Special Education
Student Teaching Coordinator and the College of Education and Professional Studies Office of Field
Experiences whether the teacher candidate passed or failed student teaching.
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At the end of student teaching, you will complete a written statement of reference to be submitted to the Office
of Field Experiences within thirty days following the last day of the student teaching assignment.
General university supervisor roles and responsibilities:
Scheduling Meetings:
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Schedule a three way meeting to introduce one another, exchange contact information and review the
student teaching requirements.
Four visits with both written and oral feedback to the teacher candidate and three way or individual
discussions of teacher candidate performance during the lesson and updates from you about performance as
cooperating teacher.
Initial conference:
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The university supervisor should discuss the following with cooperating teachers and teacher candidates:
a) The COEPS student teaching handbook: and the Special Education Department Directed Teaching
Handbook
b) Review evaluation forms: monthly observation report; weekly teacher candidate reflection/progress
form, midterm and final clinical evaluation forms; and initial professional dispositions form.
c) Procedures that you all agree upon for scheduling visits including agreeing on impromptu visits.
d) Discuss the most expedient ways to communicate should problems crop up.
e) Discuss expectations for documentation of teacher candidate performance should there be concerns
f) Discuss your expectations
g) Discuss goals the teacher candidate sets
h) Discuss the portfolio artifacts that need to be completed during the experience
i) Discuss the edTPA learning segment and respond to questions about the edTPA or obtain answers
from the COEPS edTPA Coordinator
j) Question & answers
University Supervisor Roles and Responsibilities
 The role of the university supervisor is to serve as a liaison between the University and Cooperating
school, and to observe and evaluate the performance of the student teacher.
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The university supervisor will make four (4) on site visits of at least one hour in length to observe the
teacher candidate. Each visit will be recorded on the observation form that the university supervisor
will complete, discuss with the student teacher and cooperating teacher in a three-way post lesson
conference. Discussion of positive points and recommendations made during the observation will be
noted on the observation form. The teacher candidate will sign the completed observation form and all
parties will receive a copy of the completed form. When the teacher candidate starts the edTPA
Learning Segment unit, the university supervisor can still provide focused feedback, however, the
supervisor cannot tell the teacher candidate what to change or do for the edTPA Learning Segment.
Copies of the completed, signed observation forms will be filed with the College of Education and
Professional Studies Office of Field Experiences, in the student's three-ring binder, and in the
supervisor's records.
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Confer with the teacher candidate and cooperating teacher through three-way and/or two-way
conferences during scheduled observations.
Review, discuss, and record progress toward student teaching goals, plans, and specified instructional
products.
Read and respond to weekly reflections from the teacher candidate.
Complete the midterm and final a) clinical experience evaluation form and b) the initial professional
dispositions form
Confer with the cooperating teacher to determine and reach consensus about the teacher candidate’s
satisfactory performance on the clinical and initial professional dispositions evaluations at midterm
that will indicate whether the teacher candidate is mastering student teaching competencies and
expectations.
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If at midterm the cooperating teacher and university supervisor determine that the teacher candidate is
not satisfactorily performing to meet standards, and expectations for student teaching, the university
supervisor and cooperating teacher will develop a contract that spells out expected levels of
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performance and competencies the teacher candidate will have to demonstrate to successfully complete
student teaching. The university supervisor will inform and work with the Department of Special
Education Student Teaching Coordinator when a teacher candidate is identified as “at risk” during
student teaching.

Confer with the cooperating teacher to complete the final clinical and initial professional dispositions
evaluations to determine and reach consensus about the teacher candidate’s satisfactory performance
that will indicate the teacher candidate has met student teaching standards and requirements.

The university supervisor, in consultation with the cooperating teacher will communicate to the
Department of Special Education Student Teaching Coordinator and the College of Education and
Professional Studies Office of Field Experiences whether the teacher candidate passed or failed student
teaching.
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At the end of student teaching, the university supervisor will complete a written statement of reference
to be submitted to the Office of Field Experiences within two weeks following the last day of the
student teaching assignment.
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