SANFORD COLLEGE OF EDUCATION SPECIAL EDUCATION INTERNSHIP HANDBOOK Revised August 2017 THE MISSION OF THE SANFORD COLLEGE OF EDUCATION is to prepare educators as lifelong learners, reflective practitioners, and ethical professionals. The National University Sanford College of Education envisions our faculty and candidates as STARS. Conceptual Framework The values and beliefs of the National University Sanford College of Education are captured in the following brief summary of our conceptual framework. The conceptual framework aligns with course and program learning outcomes, and professional dispositions.
You are developing the qualities described as you complete assignments and master learning outcomes. The Sanford College of Education envisions faculty and candidates as STARS, lifelong learners committed to Scholarship in knowledge, theory, and practice; Teamwork with P-12 schools, other professionals, and the community; Active Reflection for continuous improvement in order to meet the needs of all learners; Responsible Citizenship, ethical practice, understanding of and ability to work with diversity in its many forms; Standards of Exemplary Practice for professional educators. Purpose of the Special Education Clinical Practice Internship The National University Special Education Clinical Practice Internship credential program is designed to prepare candidates with the knowledge and skills to implement a variety of research-validated methods and strategies focused on instructional programs for a diverse population of K-12 students with disabilities. All of National University programs are accredited by the Western Association of Schools and Colleges (WASC).
The Internship Credential is approved by the California Commission on Teacher Credentialing (CTC) and addresses the California Standards for the Teaching Profession as well as standards proposed by the Council for Exceptional Children (CEC). Welcome Message Congratulations on entering your Clinical Practice as a Special Education Intern with National University. The internship is an alternative route to obtaining a Preliminary Education Specialist Credential in Mild/Moderate Disabilities, Moderate/Severe Disabilities or Language Academic Development. Special Education Interns may serve as special education teachers for two years under the State of California’s Internship credential while completing their Preliminary i Education Specialist Credential preparation program.
During this time each intern will receive at least eight months of onsite support from a local Site Support Provider and from a National University Support Provider. How to Use this Handbook The purpose of this Handbook is to provide information for candidates, support providers and supervisors concerning Clinical Practice for the National University Special Education Intern credential program, its policies, requirements, processes and procedures. The Handbook is divided into four sections: 1. The first section provides information about the Internship program policies and procedures, along with a description of the roles and responsibilities of everyone involved.
The second section describes the program design, processes and expectations. The third section describes how to exit the Intern program and apply for the Preliminary Education Specialist Credential. The Appendices found in the fourth section serve as a reference and contain copies of commonly used documents for the Intern Program. ii TABLE OF CONTENTS Mission and Purpose………………………………………………………………………………………… i How to Use the Education Internship Clinical Practice Handbook…………………….
ii Table of Contents…………………………………………………………………………. iii Section 1: Special Education Internship Program Overview, Roles and Responsibilities……………………………………. 1-7 Special Education Internship Program Overview………………….…………………………… 1 Roles and Responsibilities…………………………………………………………………………………. 2 University Intern………………………………………………………………………………………………… 2 Site Support Provider………………………………………………………………………………………… 3 National University Support Provider………………………………………………………………… 3 Site Administrator……………………………………………………………………………………………… 5 Faculty Intern Advisor………………………………………………………………………………………… 5 Credential Program Specialist ………………………………………………………….
6 Coordinator of Field Studies and Clinical Practice: Special Education…………………. 7 Section 2: Program Design, Requirements and Expectations. 8 Program Design and Coursework Requirements…………………………………………………. 8 Special Education Intern Support and Assessment Process Chart……………………….
9 Support and Assessment for the Special Education Intern’s Clinical Practice……. 10 Support for the Intern’s Clinical Practice…………………………………………………………… 10 Assessment of the Intern’s Clinical Practice………………………………………………………. 11 iii Lesson Planning and Observation Requirements………………………………………………. 13 Interns in Non-Public Schools…………………………………………………………………………….
14 Section 3: Exiting the Special Education Internship Credential Program……………………………………………………………………………………. 15 Steps for Exiting the Special Education Internship Credential Program……………. 15 Applying for the Preliminary Education Specialist Credential……………………………. 15 Section 4: Appendices: Documents and Forms……………….
16-79 Appendix A: Observation and Assessment Forms……………………………………………… 16-35 A.1 Classroom Observation Form……….2 Classroom Observation Descriptors (Mild/Moderate)………….3 Classroom Observation Descriptors (Moderate/Severe)……….4 Clinical Practice Assessment Form (Mild/Moderate)……………… 26 A.5 Clinical Practice Assessment Form (Moderate/Severe)…………. 31 Appendix B: Lesson Plan Forms and Supporting Documents…………………………….1 Lesson Plan Format: Special Education………………………………… 37 B.2 Lesson Plan Design Template……………………………………………….3 Lesson Plan Design Sample (Mild/Moderate)……………………….4 Lesson Plan Design Sample (Moderate/Severe)…………………….5 Lesson Plan Rubric (SP-5)…………………………………………………….6 California Standards for the Teaching Profession (CSTP’s)…… 58 Appendix C: Professional Dispositions……………………………………………………………….1 National University Professional Dispositions Form……………… 60 Appendix D: Candidate Assistance Forms and Chart………………………………………… 61-67 D.1 Candidate Assistance Process Description…………………………….2 Candidate Progress Alert Template…………….3 Candidate Assistance Plan Template………………………………………. 66 Appendix E: Codes of Ethics……………………………………………………………………………… 68-71 E.1 Council for Exceptional Children (CEC) Code of Ethics………….2 Code of Ethics of the Education Profession…………………………. 70 Appendix F: Intern Clinical Practice Forms……………………………………………………….1 Step by Step Directions for SSP’s………………………………………….2 Internship Site Support Provider Information Form…………….3 Finding the Faculty Portal in SOAR……………………………………… 78 v Section 1: Special Education Internship Program Overview, Roles and Responsibilities SPECIAL EDUCATION INTERNSHIP PROGRAM OVERVIEW Candidates selected for the Intern Program typically earn full-time salaries and receive benefits as teachers in Special Education classrooms and programs while pursuing their Preliminary Education Specialist Credential.
In addition, Interns receive support from two educators identified as Support Providers. Support is made available in the classroom on a monthly basis. The credential program offered through National University extends over two years of coursework, fieldwork and clinical practice. National University Support Providers provide a clinical practice support and assessment cycle over an eight month time frame the first year.
During the clinical practice period, candidates are provided support monthly until Interns complete their Preliminary Education Specialist credential programs. Second year interns may be required to take an additional course (SPD 692C, SPD 694C, or LAD 692C or DHH 692C if in the “teach out” phase of the Deaf and Hard of Hearing program. STUDENTS REQUESTING ACCOMODATIONS/MODIFICATIONS DUE TO DISABILITY Requesting Accommodations Students with disabilities who wish to apply for accommodations may do so through submitting an application for accommodations to the National University Office of Scholarships and Special Services (Special Services). Applications for accommodations for a disability may be requested from the Office of Scholarships and Special Services, National University, 11255 North Torrey Pines Road, La Jolla, CA 92037-1011, Phone: (858) 642-8185.
Students seeking special accommodations due to a disability must submit an application with supporting documentation to Special Services. 1 ROLES AND RESPONSIBILITIES OF KEY PROGRAM PERSONNEL UNIVERSITY INTERN The University Intern is contracted with a local school district or a non-public school during the time they are enrolled as an Intern with National University. As such, they serve as employees of the district/agency and as Intern credential candidates with the University. Interns receive support from an identified local Site Support Provider (SSP) and from a National University Support Provider (NUSP).
Interns will receive a minimum of 8 months of clinical practice support from the National University Support Provider and Site Support Provider prior to completing the Preliminary Education Specialist Credential. The University Intern will: Complete the Preliminary Education Specialist program within 2 years of receiving an Internship Credential. Attend an Intern Orientation meeting scheduled by the Credential Program Specialist for Clinical Practice within a month after receiving their Internship Credential. Complete the Internship Site Support Provider Information Form (Appendix F) which is provided during the Intern Orientation and return it to the Credential Program Specialist for Clinical Practice in order to establish site support.
Complete a self- assessment and reflection on his/her teaching performance in each of the areas of the California Standards for the Teaching Professions (CSTP’s) and the Teaching Performance Expectations (TPE’s). Work with the National University Support Provider (NUSP) and Site Support Provider (SSP) to create an Individual Induction Plan (IIP) (Bridging Document) during the first month of the Intern Seminar. Attend SPD 698 A/B Clinical Practice Seminar and complete assignments. Review this Handbook with the NUSP and become familiar with requirements for lesson plans, classroom observations, assessments, professional dispositions and portfolios.
Schedule and prepare for observations/consultations with the Site Support Provider (SSP) and the National University Support Provider (NUSP). Receive at least 2 formal observations per 4-month section of the clinical practice course by the NUSP. Prepare detailed lesson plans for the formal observation by the NUSP. They must be sent to the NUSP at least 24 hours in advance of the formal observation.
The Lesson Planning and Observation requirements are outlined in a separate section of this Handbook. Complete a self- evaluation using the National University Professional Dispositions Form at the beginning of clinical practice. Receive a National University Professional Dispositions Form from the NUSP at the formative evaluation (midpoint) meeting. Review the Observation and Assessment results using the SOAR Portal to access the digital forms completed by the NUSP (Appendix G).
SITE SUPPORT PROVIDER Site Support Providers (SSP’s) are local educators identified by the school district or non-public school and approved by the Principal/Site Administrator who holds a clear Education Specialist credential and an EL certification. The SSP acts as mentor for Interns as they develop their beginning teaching skills. In this capacity the SSP may help an Intern prepare for IEP meetings, structure curriculum, develop instructional approaches for students with disabilities. The SSP will: Complete the SSP Information Form along with a W-9 in order for the University to create an NU ID and pay for the SSP’s service.
Develop a confidential mentoring relationship with the Intern. Establish regular meetings with the Intern to reflect on teaching practices and to support professional growth. Meetings are arranged to meet the needs of both the SSP and the Intern and may be held at the school site, over the telephone, or via email. Maintain contact with the National University Intern Support Provider (NUSP) at least one time per month and collaborate with the NUSP in review of the Clinical Practice Assessments along with the intern.
NATIONAL UNIVERSITY SUPPORT PROVIDER (NUSP) The National University Support Provider (NUSP) is a faculty member assigned to support, observe, and evaluate the Intern’s teaching performance during the eight months (minimum) of the internship in accordance with the California Standards for the Teaching Profession (CSTP’s) and Teaching Performance Expectations (TPE’s) (Appendix E). The NUSP will: Upon receipt of the assignment, contact the Intern to schedule the initial consultation/orientation to include the SSP. Arrange observations and conferences with the Intern over the next eight months to support his/her professional development. At least two visits each four months must be a formal observation.
The observation is based on a detailed lesson plan submitted by the candidate 24 hours in advance of the observation. The Lesson Planning and Observation requirements are outlined in a separate section of this Handbook. Reflect with the Candidate at the conclusion of each formal classroom observation. Complete the digital Observation Form using the Faculty Soar Portal.
This should be completed within 24-48 hours after the observation for review by the candidate. 3 During the first or second month, meet with the candidate to develop an Individual induction Plan (Bridging Document)(Appendix H) using the candidate’s self- assessment, and observations. Review the candidate’s initial self -evaluation using the National University Professional Dispositions Form (Appendix C). Complete a National University Professional Dispositions Form at the midpoint of the clinical practice.
Coordinate regularly with the Site Support Provider (SSP) to monitor candidate performance especially in regard to the completion of the competency log. Assist the candidate, when needed, in accessing the forms for review. Complete a formal assessment after the fourth month (formative) and at the conclusion of the Internship (summative), using Clinical Practice Assessment Form (Appendix A). At this time, the NUSP will meet with the candidate in collaboration with the SSP.
Review progress at this time toward the goals of the Individual Induction Plan, classroom teaching performance and professional responsibilities. Complete the online digital Clinical Practice Assessment form prior to meeting with the candidate so you may review it at the meeting and make it available to the candidate for review at a later time.