EDSP 636 A-F Spring 2009
Mr. Johan Makel
Dr. Philip Patterson
Mrs. Connie Petit
Mrs. Marisa Rissling
Mrs. Caryl Vogel
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Agenda
 Handouts
 Information Sheet - update
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Syllabus and Handbooks
Communication
Components of the Intern Program
Intern Coaches
Observations
Being an Intern
Portfolios
Concerns
Group Meetings
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Information Sheet
 Print legibly
 Please complete and turn in at the end of the
seminar.
 Try to provide as much information as possible.
 You may use the backside to add additional
information.
 This will be used to contact you, your intern
coach, and your immediate supervisor.
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Communication
 Group e-mails from Dr. Patterson
 Communicating with university
supervisors:
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Mr. Makel: JMakel@avhsd.org
Dr. Patterson: ppatterson@csub.edu
Mrs. Connie Petit: CPetit@csub.edu
Mrs. Rissling: MRissling@avhsd.org
Mrs. Vogel: CVogel@csub.edu
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Supplies and Materials
 Paperless Courses
 Syllabus
 Appendix
 Project Formats
 Intern Handbook
 www.csub.edu/~ppatterson
 LiveText
 www.livetext.com
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What is an intern?
 A teacher employee of an approved school district (e.g.
districts in the Antelope Valley)
 A teacher candidate of CSUB (admitted to the university
and to the special education department)
 Someone who holds an intern credential
 Passed CSET
 Passed CBEST
 Has met the U.S. Constitution requirement
 Has a BA or BS degree from an accredited university
 Has 140 hours of preservice
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Features of being an intern
Intern Coach
University Support Provider
Intern Seminars
Three-way Meetings
Two Year Credential
 Second year counts as first year towards
tenure
 No Student Teaching
 Learning on the job!
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The Process
 The candidate applies for an Intern Credential,
application to the university and application to the
special education department.
 The intern credential is good for 2 years
 Candidate expected to complete requirements for the
preliminary credential (at least) within those 2 years
 If the candidate does not complete the requirements
within 2 years, they may be able to request an
extension (not guaranteed)
The Clock is Ticking
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Extensions
 The CCTC is now heavily scrutinizing
applications for extensions of intern
credentials.
 You must submit:
 A new application
 A narrative providing a compelling reason
(illness, death, etc.) for your request
 A letter from the University Coordinator
supporting the request.
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Reasons that are not
compelling
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Lack of funds for tuition
Too much work to complete at school
Didn’t take a needed class
Didn’t understand
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Internship = Support for noncredentialed teacher
candidates
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All interns should have an
“Intern” Program
Advisement Form
(not a “draft”)
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Double Check to make sure you
are working toward the
appropriate credential:
- Mild/Moderate
- Moderate/Severe
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Avoid consulting with peers
regarding program matters.
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FYI
The candidate takes an intern seminar course
each quarter for 6 quarters (3 if the candidate
possesses a multiple or single subject credential).
• University supervisor assigned each quarter
• Intern Coach assigned by district each year
• Portfolio requirement via LiveText must be met
• Journal entries each quarter
• Seminar assignments/projects each quarter
• Seminar meetings (5 per quarter)
• Contact log with general educators (NA for those
holding a California general education credential)
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Don’t Over do it!
There’s something to be said about being
a reflective practitioner
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Troublesome Issues
 Verification of TB test
 Waiver for EDEL 240/EDSE 241 (for
those not possessing a general
education credential)
 Waiver for EDSP 502
 Verification of MMR immunization.
Need to be turned in within the first
quarter.
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Enroll in classes in a
timely manner.
 The week before class is not timely
 Registration for Fall 2009 is from May
11th to September 3rd
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Registration Block
If you receive a letter from Stephanie
Prielipp, Julia Bavier, or Dr. Van Reusen
concerning missing items from your
application file, you must submit those
items or you will be blocked from
registration in the following quarter.
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Reminder
You can double-up one time on intern seminars
if it helps you complete the program in a timely
fashion. However, do not double-up when taking
EDSP 636A or F.
Reminder: EDSP 636F is done during your last
quarter.
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Coach
 The district gives ultimate
approval/confirmation for the coach
 Minimally, they should attend a Coach Orientation
 Annually, depending upon the district, they may
complete:
 Intern Peer Coach Commitment Form
 Peer Coach Assignment Form
 Coaches complete collaboration Time Logs –
candidate should try to get copies
 Coaches need to participate in 3 three-way meetings
 Note: CSUB does not handle assignments or
reimbursements of coaches.
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Intern Coaches Should:
 Possess a clear or professional level
California special education credential
 Be knowledgeable of State and School
District Special Education policies and
procedures
 Possess the ability to work with others
 Seek help before a crisis
 Work for the same school district as
the intern
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Coaches Need to Document their
Contact Time with the Intern
 Sample Contacts:
Formal 1-to-1 meetings
Informal meetings
Telephone conversations
Observations
Attending meetings, workshops,
conferences, and inservices together
* E-mails not counted as contact time.
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Responsibilities
 Attempt to conduct at least 2 formal/documented
observations per quarter
 Document multiple communications (e.g., formal and
informal meetings, telephone conversations) with the
intern per quarter.
 Provide constructive criticism to the intern
 Maintain a friendly, professional, and supportive
relationship with the intern
 Be prepared to work as a team member in supporting
the intern candidate
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Three-Way Meetings
 There are to be at least three (3) three-way
meetings between the intern, the intern coach,
and the university supervisor:
- EDSP 636A
- EDSP 636 C
- EDSP 636F
It is the candidates responsibility to make sure
that three-way meetings happen.
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Intern Coach vs. BTSA Coach
(No double-dipping)
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Problem Interns
 Lack classroom management
 Don’t complete required paperwork (e.g.
IEPs, attendance, etc.)
 Have an absence of collaborative skills
with colleagues and administrators
 Don’t show up to required meetings
 Fail to follow through on suggestions
 Don’t anticipate problems (e.g., with
administrators)
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The following is information
pertinent to observations by
university supervisors,
coaches, and administrators.
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Observations by University
Supervisor
 Will be at least 45 minutes in length.
 Observations are preferably scheduled but can be
unannounced.
 Should involve whole and/or small group instruction
(not “Packet-teaching, not simply monitoring).
 The candidate must develop a thorough individual
lesson plan for scheduled observations (note CSUB
lesson plan form)
 Demonstrate basic components of a lesson:
introduction, in-put, checking for understanding,
closure, etc.
 Demonstrate classroom management.
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Carefully Review the Lesson Plan
Format for Scheduled Observations
 Introduction/Anticipatory Set
 Paraeducator Responsibilities
 Adaptions for English Language
Learners
 Closure
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Weekly Schedule
 At the next seminar, turn in a weekly
schedule of classroom activities (e.g.,
time, day, subject, etc.)
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Observation Tips
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Maintain an organized environment
Dress professionally
Maintain weekly lesson plans
Avoid changing your schedule
Avoid creating student anxiety
Have multiple activities
Avoid free-time
Know “political correctness”
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Observation Variables
 Environment
 Instruction
 Classroom Management
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Observable Standards for the
Teaching Profession
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Engaging Students
Classroom Environment
Lesson Content
Planning
Student Assessment
Professional Educator
Fulfilling Responsibilities
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RIF vs. Non-Re-elect
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Teacher Files on Students
 Most recent IEP
 Parent Communication
 Telephone Log
 Notes/letters/memos
 Common school communication (e.g.
letters, newsletters, etc.)
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Teacher Files on Students
(Cont.)
 Assessment Data
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Test Protocols
Teacher-made tests
Behavioral data and anecdotal records
Checklists
Grades
Attendance information
 Student Work Samples
 Medical/Health Information
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Weekly Lesson Plans
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IEPs
 Follow your district protocols
 Visit: www.calstat.org/iep/
 Teachers who work within the
Antelope Valley SELPA might want to
visit:
http://www.cedrsystems.org/content.
aspx?ID=63
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Reminders
 Maintain your logs for general
education contact hours
 Keep a copy of logs for contact hours
with your Intern Coach
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Being PC
(Politically Correct)
Avoid complaining
Do attend meetings (school site and district level)
Work cooperatively with others
Use school computers appropriately
Avoid touching students
Know that classroom management is critical
 Keep students occupied
 Follow the chain of command
 Communicate with parents in a professional manner
 Follow-up on advice/recommendations
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PC (Continued)
 Do keep up on paperwork
 If you are put on an
“Improvement Plan,” you must
tell your university supervisor.
 March 15th is the recognized day for
being re-hired. If you receive a
notice of non-re-elect to hire, tell
your university supervisor.
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General Precautions
(Airkle, 1999)
 Do not leave your classroom
unattended
 Perform your duties
 Post your classroom rules and
regulations in a conspicuous place
 Post fire/earthquake information in a
conspicuous place
 Provide appropriate instruction
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General Precautions (Continued)
 Keep proper records
 Keep private information private
 Follow school discipline codes – don’t
create your own.
 Maintain your classroom
 Avoid “touchy” situations
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Back to the Ivory Tower
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Syllabus
 A syllabus, appendix, and this PowerPoint
will be e-mailed to you. Maintain a copy of
them for your records. For those doing
hard-copy and LiveText portfolios, place
copies in your notebook.
 Please review
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Journal requirements
Grade determination
Grading
Appendix
Seminar Project Formats
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Strong Recommendation
 Keep all coursework documents, at least until
you receive your professional level credential
in-hand
 Monitor your on-line transcripts for accuracy
 RD = Report Delayed
 I = Incomplete (only good for one quarter)
 W = Withdraw
It is the student’s responsibility to complete
the paperwork for a W or I grade.
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Incomplete Grades
 Given for compelling reasons (e.g.,
serious illness, death in the family).
 Given at the instructor’s discretion
 Advanced notification needed
 Student’s responsibility to complete
 Repeated incompletes problematic
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Journal Entries
 Five entries per quarter. General entries
should be self-reflective in nature and
approximately ½ page in length.
 Two (2) of the 5 entries should be critical
incidences. The incidences should describe
in detail and event or series of events that
hold importance to you in your work
setting. The critical incidences should be at
least 1 page in length.
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EDSP 636 Projects
 A= On-line Inservice participation &
Lesson Plan
 B = On-line Behavioral Tutorial
 C = Paraprofessional Collaboration
 D = Thematic Unit
 E= Organization and Management
 F = Collaboration & SelfEvaluation/Inservice Project
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Reminders
 Keep all journal entries together.
 Have your journal ready for evaluation
when your university supervisor comes to
observe you.
 Bringing your journal to seminars.
 Definitely, bring your hard copy portfolio
and journal to your last quarterly seminar
meeting (by appointment).
 Late work will receive reduced credit
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Journal entries must be selfreflective
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LiveText
Failing to post assignments on LiveText
may result in a course grade of “Fail.”
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Reminders
 If you are going to be absent from a seminar, notify
the University Supervisor in advance to make-up your
absence. Failure to do so will result in a lowered
grade.
 If you have a conflicting course at the same time as
the seminar, discuss the situation with the University
Supervisor. Ordinarily, the intern must attend a
portion of the Intern Seminar and then go on to the
other class.
 Chronic absences (e.g., more than one) may result in
instructors mandating additional assignments.
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Individual Induction Plan
 Develop 1 goal plan per quarter
 Indicate:
 Goal # (e.g., 1, 2, 3, etc.)
 Relationship to CSTP Standard
 Goal – broad statement of learning or
skill acquisition
 Goal Activities – At least 3 activities you
will participate in to develop new
learning or skill
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Induction Plan (Cont.)
 Indicate (Cont.):
 Application – How will you implement the
new learning or skill development.
 Performance Evaluation – What evidence
will you have to show acquisition and
application of the new learning or skill
(e.g., lesson plan, IEP, behavior data
sheets, BIP, conference documents,
consultation logs, etc.)
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Evidence
You will need to provide evidence that you
have worked towards completing your induction
goals. Examples of evidence include:
• Transcripts
• Agendas
• Logs
• Sample Articles
• Observation write-ups
• Certificates of attendance
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Concerns
 Read the Intern Handbook. It is available on-line at:
http://www.csub.edu/SpecialEd/intern_prgm.htx and
www.csub.edu/~ppatterson
 Know that there are multiple intern “paths”
 Look at the Appendix of your syllabus. Be familiar
with upcoming assignments.
 Maintain required paperwork.
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Enrolling in EDSP 636
Not enrolling in EDSP 636 could result
in your intern credential being “pulled.”
It is imperative that you enroll in
coursework each quarter. Monitor
when your intern credential ends. Plan
ahead.
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Traditional Intern vs. “FastTrack or Option II Intern”
The fast-track option is not for everyone
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Fast-Track Option for Palmdale
School District Interns
 Note that your District requests
involvement in the determination of
Fast-Track status. Mary Rees is the
contact person.
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Seminars
 All EDSP 636A candidates are assigned to
Mrs. Vogel.
 EDSP 636 B-E intern candidates are
assigned to Mr. Mekel, Mrs. Petit, and Mrs.
Rissling.
 EDSP 636F intern candidates are assigned
to Dr. Patterson
 Intern candidates will meet with their
university supervisors on specific dates and
times (note syllabus).
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Attendance
 If there is a course conflict with the
seminar, come to the seminar and leave
early for the other class. Communicate
with your supervisor about this
situation.
 If you miss a seminar you can make up
for it by attending another seminar on
another date or by making an
appointment with Dr. Patterson or Mrs.
Petit.
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GWAR requirement for MA
candidates
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Student ID Numbers
 Social Security Numbers will not be used by
the University for identification purposes.
 Students have been assigned new ID
numbers. Those numbers are on the letter
of acceptance you received from the
university.
 See the front desk about getting a picture
ID card.
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Check your course schedule to
make sure you are properly
enrolled.
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You will need to pass RICA (if not
possessing a California multiple or
single subject credential) and
apply for a special education
credential when you have
completed your required
coursework.
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RICA
The university offers at least one RICA
prep course each quarter. Information
will be e-mailed to you regarding
upcoming dates.
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At this point in time, your
future preliminary or
professional level credential
will be for K – 12.
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English Learner Authorization
In the Spring of 2007, the CTC made it
mandatory that English Learner Authorization
be built into all new credentials. In order to have EL
authorization built into your upcoming preliminary or
professional level credential you must:
1.
2.
3.
4.
Have a CLAD certificate or
Have taken EDBI 475, 476, and 478 or
Pass the CTEL test or
Hold a credential that already has EL authorization builtin or
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Check your Runner E-Mail
Accounts
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Grades
 You must maintain a 3.0 GPA while in
the program
 You must not receive a course grade
lower than a “C.” Courses with
grades lower than a “C” must be
repeated.
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Check the on-line schedule
for room assignments the
first week of class.
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Changing Jobs with an Intern
Credential
 A school/school district must have an intern
agreement with CSUB
 Not all schools/school districts will qualify
(e.g. some charter schools)
 School/School districts must be within
CSUB’s geographic catchment area (i.e.,
Antelope Valley and Kern County)
 Must apply with the university/CTC for a
reassignment
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Apply for your credential
Because the CTC is considering additional
changes to the special education credential
Structure (e.g., Level II), it is imperative
that after completing the course
requirements specified on your program
plan, you apply for a credential in a timely
manner.
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Upcoming Program Changes
 Teacher Performance Expectations (TPEs)
 New State Standards for Special Education
 New Authorizations (e.g., APE, Autism,
Communication, etc.)
 Level II program limited to 18 quarter units
 Changes need to take place between
January 2010 and January 1, 2011.
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Summer School
 Due to budget constraints, there will
be limited offerings (e.g., EDBI 475,
476).
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Questions and or Concerns?
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