LEHMAN COLLEGE
THE CITY UNIVERSITY OF NEW YORK
DEPARTMENT OF COUNSELING, LEADERSHIP, LITERACY, and SPECIAL EDUCATION
Summer Student Teaching 2014
Instructors and emails:
Dr. Sheila Blachman, sheila.blachman@lehman.cuny.edu
Cell phone: 203-903-7024
Office: Carman Hall B48
Ms. Adrian Cohen, adrianecohen@gmail.com
Dr. Mary K. Sanford, DRMKSan@gmail.com
Weekly seminar - Mondays 2:00 - 4:40 PM Carman B84, B86
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EDS 719 Course Description
Advanced student teaching of diverse learners with disabilities and student teaching seminar (6 credits)
Supervised student teaching of culturally and linguistically diverse young children, childhood students or adolescents
with a broad range of moderate to severe disabilities in inclusive and/or specialized settings
Weekly seminar supporting the analysis, discussion, and reflection on the student teaching of culturally and
linguistically diverse young children, childhood students, or adolescents with disabilities in inclusive and/or
specialized educational settings.
Purpose
This is student teaching, with a focus on instruction and assessment of students with disabilities. The purpose of student
teaching is to provide Lehman College teacher candidates with an opportunity to teach students with disabilities in
carefully supervised settings. Candidates will have the opportunity to utilize their knowledge from other, prerequisite
courses in the Special Education Program. Course objectives will be achieved via on site clinical teaching experiences,
individual supervision, group seminar, and completion of the EdTPA, where required.
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Required
Task Stream Registration Fee
Billingsley, B.S., Brownell, M.T., Isreal, M. & Kamman, M.L. (2013). A survival guide for new special educators. San
Francisco, CA: John Wiley & Sons, Inc.
Student Teaching Resources
Student Teaching Handbook:
http://www.lehman.edu/academics/education/pdn/fieldwork-forms.php
New York State Learning Standards (PDF):
www.p12.nysed.gov/ciai/pub/standards.pdf
New York State Common Core Learning Standards P – 12:
http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards
Lehman College Resources
Computer Center Helpdesk – 718-960-1111
Student Disability Services – 718-960-8441
Instructional Support Services – 718-960-8175
Counseling Center Services – 718-960-8761
Accommodating Disabilities
While every effort is made to use methods of teaching that are Universally Designed for Learning, it is, at times, not
possible to meet all accommodations needs. Suggestions for making the course more accessible are welcome. Also,
Lehman College is committed to providing access to all programs and curricula to all students. Students with disabilities
who may need classroom accommodations are encouraged to register with the Office of Student Disability Services. For
more information, please contact the Office of Student Disability Services, Shuster Hall, Room 238, phone number, 718960-8441.
Academic Integrity and Plagiarism Policy
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It is expected that you will follow the guidelines for Academic Integrity and Plagiarism. This course incorporates writing
and completing assignments ethically is extremely important. Basic writing expectations will be covered in class;
however it is recommended you review Lehman College’s policy at http://www.lehman.cuny.edu/studentaffairs/documents/student-handbook-02.pdf
Use Of Technology And Blackboard Information
As a professional reaching the end stages of your teaching career, effective and professional use of technology is essential.
You must access your Lehman College email to successfully complete course requirements. Announcements and
communication must take place via Lehman college email. During email correspondence with faculty, peers, and
colleagues in the field, it is of utmost importance that you consider email professionalism and I will not respond to emails
that do not follow such guidelines. For questions about professional email communication, review the following web
resource: https://k12teacherstaffdevelopment.com/tlb/10-rules-of-email-etiquette-for-teachers.
Readings, resources, assignments, and grades will also be posted on blackboard, which can be accessed through the
Lehman website at www.lehman.edu/itr/blackboard.php. We will go over how to access the site and its topography
during the first week of class.
If you have any questions about your Lehman email address or your password, or if you have any problems accessing
blackboard please call the computer helpdesk.
Course Requirements and Performance-Based Evaluation for Meeting Course Objectives
1.
Participation, Attendance, and Professionalism: (15%)
Participation:
Students will be placed at locations either selected by Lehman College. Regardless of your placement, you are expected to
complete the requirements specified in the course syllabus. The program is an intensive, supervised experience. You are
required to engage in daily and detailed research, planning and assessment for best practices.
In addition, you are expected to attend, and thoughtfully participate in, all seminar sessions. You are required to read
assigned articles in preparation for discussion during seminars.
Attendance:
Students are expected to attend all seminar sessions. Tardiness and excessive unexcused lateness will result in a decrease
of your grade.
Daily attendance at your field placement is required. Student teaching runs from 8:30 until 12:30, Monday through
Thursday. In the unlikely event that you have an emergency or you are ill, please inform both your college supervisor
and your cooperating teacher. Excused field placement absences must be made up.
Professionalism:
You are expected to silence cell phones during class time and during student teaching and are expected to use computers
or other technology to enhance your class participation only; please no checking email or Facebook during class time or
at your student teaching placement. Please be respectful and keep side conversations to a minimum.
With respect to seminar, being a professional requires you to be respectful and accepting of the diverse opinions of your
classmates and the instructor. It is also crucial that you participate in small and large-group class discussions.
Finally, communicating professionally with your cooperating teacher and administration is necessary throughout your
field placement. As professionalism is a key element of teaching, the failure to adhere to any of the aforementioned
expectations can result in a reduction of your grade at the discretion of the professor.
2. Weekly reflections (2 pages each – 4 reflections) - due Mondays. (15 % total)
Weekly reflections will relate to a given topic – assignments are related to book chapters and listed below. Include
thoughts on the reading and class discussions and how it relates to your student teaching experience, as well as
observational notes from your student teaching placement, or specific incidents from the week that relate to the topic.
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Supervision Observations (Observation 1: Lesson Plan – 5%; Observation – 15%. Observation 2: Lesson
Plan – 5%; Observation – 15%. Total – 40%)
You will have at least two formal observations during the semester by your college supervisor. (You are required to
inform your college supervisor if there are any days/times that you will not be in your classroom due to other school
events.) Formal observations will be scheduled with your college supervisor and are to be whole class lessons, which are
differentiated as needed for students with special needs. You are required to submit your lesson plan for the observation
24 hours in advance of the observation date. Immediately after the observation, there will be an on-site conference
with your college supervisor. Then, the lesson plan must be uploaded onto taskstream (student teaching tab) (first
observation is uploaded under “midterm” lesson plan and second observation is uploaded under “final” lesson plan).
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CASE STUDY GUIDELINES, PLANNING AND REFLECTION LOG 30%
You will write a Case Study of a student with exceptional learning needs, based on results of assessments, and
information you have gathered from teacher interview, review of the student’s current IEP, if you have access, classroom
observation, and analysis of work samples and products. As part of the Case Study, and using this data, you will also
write an Individualized Education Plan and a program that includes recommendations for instruction and supports linked
to course presented information on effective practice.
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Observe confidentiality. Do not identify the student, student’s teacher, or the school/site by name. You may use
fictitious names.
Exclude any information that would be of little value when working with a student, or when reading the
results of assessment or other sections of the case study.
Identify the source when reporting hearsay information, e.g., “According to the parents…”
Exclude information that is sensitive, or from confidential sources other than the IEP.
Avoid over-inferring from data.
Reports are to be a Word doc., written in sections and revised when needed.
Be extremely aware and respectful of a child’s and parent’s right to Confidentiality and Privacy. Refer to
CEC Standards.
Planning and Reflection Log (as a word document)
A Planning and Reflection Log is an essential component of any teacher’s instructional toolbox! In Summer Student
Teaching, you are required to keep this log and to make daily entries that will become the building blocks for a quality
Case Study on your focus student (s).
Your log must be available for inspection at all times.
Each entry in the log will have three parts:
1. Your plan for that particular meeting with the student, e.g. area of assessment and your purpose in selecting
this, the instrument to be used, where the meeting will take place, etc.
2. Reflection and analysis of the meeting, including but not limited to results of assessments. The log should
describe your impressions of and interaction with the student in detail, as well as corrections or refinements
you would make in your next day’s planning. E.g., Was the lesson too easy, difficult? Did it require prior
knowledge? Did you have enough information on the student? Was the student engaged? Who did most of
the talking?, etc.
3. A detailed plan for the following session, based on the results of your analysis, and plans for the following
meetings. It is a daily instructional plan, but is also rich in details, and description of instructional activities
and materials.
4. You may also note other professionals in the school with whom you will collaborate. E.g., Information from
a student’s previous or current teacher; from a parent interview, or related service provider.
5. Refer to the Lesson Plan Format for further guidelines.
(Sections of the Case Study)
Cover Page
Lehman College Graduate Program in Special Education
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Graduate Student Teacher:
Semester: Summer 2014
Name of student:
Age:
Grade:
School: (e.g. PS 40, Quaker Hill School)
Page 2, etc.
School/Site Background and Information
 Type of school/program
 Characteristics of student population- ethnicity if important, Ells, special education programs in
school, location, community (do most students live in the community?
 Initiatives in the school.
 Standards that are followed; How are students assessed? (Some of this' information may be
obtained an school web site.)
 Description of summer program.
 Information on Review of School. (Quality Review Grade)
 In addition, describe the Context for Learning.
 Provide information about the context in which you teach so that another educator can
understand your teaching decisions.
 Address the following:
Type of setting (e.g., first grade classroom in an elementary school, self- contained classroom, a
home, a job site)
 Your role in the focus learner(s)’ instructional program (e.g., teach all academic subjects
plus support a behavioral plan; pull out of general education classroom for
supplementary instruction in reading; coordinate services to the family and model
working with the focus learner)
 The schedule for instructional time with the focus learner(s) for the learning segment
focus (e.g., Tuesdays for 15 minutes; every day for six hours with two hours on reading
instruction)
 The primary language of instruction, if other than English (e.g., ASL)
Describe any district, school, or cooperating teacher, or student teaching requirements or expectations
that might affect your planning or instructional delivery (e.g., prescribed reading curriculum).
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Identify any textbook or instructional program you primarily use for instruction for the learning
targets. If a textbook, please provide the title, publisher, and date of publication.
If group instruction, describe the size and composition of the group (e.g., 6 special education
learners; 3 learners with IEPs and 23 general education learners).
Student Background Information Include the following:
This section acquaints the reader with the student and the reasons for the evaluation. You may have
limited school data and will have to rely on information, which is self (child) reported and parent
reported. You should, however, include the following:
 Age, sex, grade, school
 Child’s placement in family
 Culture/language
 Description of child e.g., average height. Do not use evaluative or unobservable
adjectives. E.g., “attractive”, “over weight”, “happy”, “shy”.
 Initial behaviors when meeting you for the first time. E.g., did or did not make eye
contact.
 Medical Alerts
 School history – attendance, mobility (e.g., how many times has the child been
discharged and readmitted? Number of teachers in one year, if significant.)
Important information is available on the school web site, which might impact a
child’s performance. E.g., % of ELLs, % of Students with IEPs, Average years of
experience of teachers, % of students receiving free or reduced lunch, etc.
 Reasons for referral and person making the referral.
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Assessments
 List all assessment in table format, including the name of each assessment, type, date of testing,
grade or age equivalents, depending on the age of the child, and source, if it was not administered
by you. E.g., reading assessment-teacher reported. This may also include teacher interviews,
review of the student’s current IEP, classroom observation, and analysis of work samples and
products.
 Assessment should include an Interest Inventory. The Bader provides one type. Others will be
available. It is suggested that you complete your own inventory with the student. This makes the
inventory less formal and promotes conversation, and more response from the student.
 Interpretation of Assessments. Begin with a description of the student’s behavior in the testing
setting. This section provides the reader, in narrative form with the results of data gathering and
your analysis. Describe initial behaviors. Include results of the interests Inventory.
Include behavioral observations of your student in each testing situation, time of day and day of
week. The reason for this is to compare a student’s reaction to each testing situation, and to note
significant differences. Remember that testing is one aspect of assessment, and that observation
of behavior is an important component of accurate assessment.
This section also provides the reader, in narrative form, with the results of the data gathering
and your analysis. Divide this section according to assessments and academic skill areas. E.g.
reading: word recognition, comprehension; mathematics: computation, applications; writing;
spelling; learning style; interests.
Please include examples of errors, your analysis of these errors, and how these translate to
specific strengths and learning objectives.
Narrative of
 Academic
 Cognitive and
 Behavioral profile.
Plan for remediation/focus of instruction for the summer program.
 This will also include SMART Goals.
Description of Remediation: Methods and materials used; activities for remediation
 This will include a unit plan consisting of 3 lesson plans.
Emergent behavior and progress toward goals.
Recommendations for continued instruction.
The Individualized Education Plan- a format will be provided.
See Additional IEP Guidelines, forms and development at:
http://www.p12.nysed.gov/specialed/publications/iepguidance.htm
Other student teaching requirements that must be submitted through Taskstream (student teaching tab):
 Placement information 1
 Disposition Assessment 1
 Student Teacher Attendance Sheet 1
 Cooperating Teacher Evaluation
 Placement Information 2
 Disposition Assessment 2
 Student Teacher Attendance Sheet 2
 Cooperating Teacher Evaluation 2
 Self-Evaluation
Grading Policy:
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Late assignments will not be given full credit. My grading scale is as follows:
A 94-100
A- 90-93
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 73-76
RUBRICS FOR ALL ASSIGNMENTS WILL BE DISTRIBUTED AND REVIEWED IN SEMINAR
SEMINAR TOPICS AND DATES
*Readings should be completed for the date scheduled below. *I reserve the right to adapt the syllabus as needed.
Date
Topic
Readings
Assignment
Class 1
The Three Beliefs about Teaching
Handout
None
July 7
Class 2
The Fixed Mind Set
Video
July 14
Class 3
Behavioral Management and Classroom
Chapters 7 & 9 in text
Reflection # 2
July 21
Environment
Class 4
July 28
Class 5
August 4
Co-teaching workshop
Chapter 8 in text
Reflection # 3
Assessment
Chapters 10 in text
Reflection # 4
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