EEX 7865 SPECIAL EDUCATION
INTERNSIHP IN COLLEGE INSTRUCTION
Fall 2010
Instructor: Suzanne Martin, Ph.D. and faculty assigned for internship
Offices:
College of Education 122T
Office Phone: 407-823-4260
e-mail: martin@mail.ucf.edu
Office Hours: Tuesday 1-4 PM
By appointment
COURSE DESCRIPTION: Supervised experience in design, delivery, and evaluation
of a college course in special education or disability services.
Accommodations for Religious Observances, Academic Misconduct and Sexual
Harassment:
University and Department policies will be followed. Specifically the UCF “Golden
Rule” will be used to address any issues that arise. Please consult the Website at
http://www.goldenrule.sdes.ucf.edu/
Attention Students with Disabilities:
If you have an identified disability that may affect your performance in this class,
schedule an appointment (no later than the second class) so that provisions can be made
to insure that you have an equal opportunity to meet all the requirements of this course.
The University of Central Florida is committed to providing reasonable accommodations
for all persons with disabilities. This syllabus is available in alternate formats upon
request. Students with disabilities who need accommodations in this course must contact
the professor at the beginning of the semester to discuss needed accommodations. No
accommodations will be provided until the student has met with the professor to request
accommodations. Students who need accommodations must be registered with the
Student Disability Services, Student Resource Center Room 132, phone (407) 823-2371,
TTY/TDD only phone (407) 823-2116, before requesting accommodation from the
professor.
Grades of Incomplete:
A grade of “I” (Incomplete) may be assigned by the instructor when a student is unable to
complete a course due to extenuating circumstances, and when all requirements can be
completed in a short time following the end of the term. The student is responsible to
arrange with the instructor for the completion of the requirements of the course. An
incomplete will only be assigned when:
1. You have done satisfactory work in a substantial fraction of the course requirements
prior to grading time and provide the instructor with evidence of potential success in
completing the remaining work.
2. Extraordinary circumstances, not related to class performance, such as illness or family
emergency, have prevented you from finishing the course requirements on time.
An Incomplete will not be given to enable you to do additional work to improve a grade.
If an emergency arises, please contact your instructor immediately.
CREDIT HOURS: 3 Credit Hours
COURSE OBJECTIVES:
Upon completion of this course, the student will be able to:
1.
Identify, sequence, and elaborate content in the area of special education or
disability services for delivery in a college course;
2.
Select methods and materials to motivate adult learners of diverse cultural groups;
3.
Prepare a syllabus and other learning materials for a college course;
4.
Select appropriate techniques to present course content, including lecture,
discussion, demonstration, media presentations, and guest speakers;
5.
Maintain a classroom climate conducive to learning through interactions with
students as individuals and groups;
6.
Develop formats for assessing student knowledge and skills, including quizzes,
exams, and interviews;
7.
Develop formats for evaluating course content and instructor effectiveness; and
8.
Maintain accurate student records for assignment of course grades.
COURSE FORMAT: Co-teaching a course with a faculty member
COURSE REQUIREMENTS
A. ASSIGNMENTS
1.
Design instructional plans that match course objectives, under supervision of a
faculty member.
2.
Participate in instructional activities under supervision of faculty member.
a. administration of tests
b. grading of tests, given answer key including key concepts on essays
c. identification of supplementary readings
d. assistance in preparation of audiovisual and other instructional materials
e. assistance in scheduling
f. presentation of lecture or leading of group discussion while being observed by
faculty member
g. observe one colleague in the course while he/she presents a lesson
h. assist in the design of assessment strategies and rubrics to evaluate course
products, performance and knowledge under supervision of a faculty member.
3.
Assist in the development of teaching materials, handouts, and other resources,
under the supervision of a faculty member.
4.
Prepare instructional plans and teaching of selected course topics, under the
supervision of faculty member.
5.
Hold a preconference session with faculty prior to instruction and present faculty
with instructional objectives, plan and assessment. Develop an observation
instrument for faculty to provide you with feedback.
6.
Plan and develop a module of instruction for the web to enhance instruction and
integrate technology into instruction.
7.
Keep a reflective journal focused on your experiences and insights in the
instructional design, delivery and assessment of your class.
8.
Complete a teaching observation of a colleague in EEX 7865
B. ATTENDANCE
Attendance is mandatory. If absences occur, additional days may be required at
the discretion of the Internship Supervisor. If absences cannot be made up and/or
if excessive absences occur (more than 10% of total internship days), the student
may be asked to withdraw or will be assigned a grade of Unsatisfactory.
C. GRADING POLICIES
Grades will be determined as follows:
A = 90% - 100%, completion of all assignments with outstanding competency.
B = 80 – 89%, completion of all assignments with satisfactory competence
C = 70 –79%, completion of assignments with less than satisfactory competency
D = 60 – 69%, failure to complete all assignments, unsatisfactory work,
F = less than 60%, failure to complete all assignments, unacceptable work
The final grade will be determined using the following
60% - Rating of performance of intern by faculty/internship supervisor
20% - Module created for course
20% - Reflective journal documenting both experiences as well as areas of growth
D. ASSIGNMENT DUE DATES
Assignments are due to your course professor as follows:
Week 1 - Copy of course syllabus including supplementary readings, schedule of course
meetings
Week 2 - Copy of lesson plan for topic to be taught with possible sources of instructional
and audiovisual materials needed for the lesson
Week 3 - List of dates you will be: 1) presenting a lesson; 2) administering a test; 3)
observing a colleague; 4) being observed by faculty co-teacher
Week 4, 5, & 6 – Schedule and attend individual meetings with course professor
Week 7 – One observation by faculty and professor completed and turned into professor
Week 8 & 9 – Co-teach and learn
Week 10 – Review your reflective journal and share three insights with class/professor
Week 11 – Have second observation completed
Week 12 & 13 – Co-teach and learn
Week 14 – Happy thanksgivings!
Week 15 – Co-teach and learn
Week 16 – Co-teach and learn
Exam week - grade paper and tests for the course you are teaching; assist faculty in
any manner necessary
E.
REFERENCES:
Conderman, G. & McCarty, B. (2003) Shared insights from university co-teaching.
Academic Exchange Quarterly Winter 2003: Volume 7, Issue 4
http://www.rapidintellect.com/AEQweb/choice2z.htm
Dieker, L. (2006). The Co-Teaching Lesson Plan Book (3rd edition). Knowledge by
Design: Whitefish Bay, Wisconsin.
McKeachie, W. J. (2006). McKeachie's Teaching Tips: Strategies, Research, and Theory
for College and University Teachers (12th ed.). Houghton Mifflin: Boston, MA.
Hurst, B. , Wilson, C., & Cramer, J. (1998). Professional teaching portfolios: Too for
reflection, growth and advancement. Phi Delta Kappan, 79(8), 587-582.
Odell, S. J. and Huling, L. (2000) Quality mentoring for novice teachers. Indianapolis,
IN: Kappa Delta Pi.
Otis-Wilborn, A. & Winn, J. (2000). The process and impact of standards-based teacher
education reform. Teacher Education and Special Education. 23(2). 78-92.
Waters, F. & Burcroif. (2010) Promising practice collaborative teaching at the university
level: Practice what is preached. The Teacher Educator, 42(4) retrieved 8/12/10
http://pdfserve.informaworld.com/781308_751316920_918760120.pdf
Webb-Johnson, G., Artiles, A.J., Trent, S.C., Jackson, C.W., & Velox,A., (1998). The
status of research on multicultural education in teacher education and special
education: Promises, pitfalls, and promises. Remedial and Special Education, 19, 715.
Williams, M.L.; Paprock,, K. &Covington, B. (1999). Distance learning: The essential
guide. Thousand Oaks, CA: Sage Publications.
Faculty Course Internship Supervisor Evaluation Form
Faculty Supervisor Completing Form:
Doctoral Student:
Course Co-Instructed:
Please complete the following checklist for the doctoral student who co-instructed in your course. Also please write a letter summarizing
the students performance in the course and provide a copy of the letter for the doctoral students’ portfolio along with
Objective
Identified, sequenced, and
elaborated on content in
the area of special
education or disability
services for delivery in a
college course;
Selected methods and
materials to motivate
adult learners of diverse
cultural groups;
Prepared a syllabus and
other learning materials
for a college course;
Selected appropriate
techniques to present
course content, including
lecture, discussion,
demonstration, media
presentations, and guest
speakers
Maintained a classroom
climate conducive to
learning through
Unsatisfactory
Satisfactory Outstanding
Comments
Objective
Unsatisfactory
Satisfactory Outstanding
Comments
interactions with students
as individuals and groups
Developed formats for
assessing student
knowledge and skills,
including quizzes, exams,
and interviews
Developed formats for
evaluating course content
and instructor
effectiveness; and
Maintained accurate
student records for
assignment of course
grades
Faculty Supervisor
PLEASE SUBMIT A WRITTEN SUMMARY IN A LETTER FORMAT OF THE STUDENT’S PERFORMANCE
AT THE END OF THE SEMESTER.
Doctoral Student Intern
PLEASE SUBMIT THIS RATING FORM, A COPY OF YOUR MODULE AND YOUR REFLECTIVE JOURNAL
THE FIRST DAY OF FINAL EXAMS.