SANFORD COLLEGE OF EDUCATION SPECIAL EDUCATION STUDENT TEACHING 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. Purpose of the Special Education Clinical Practice program for Student Teachers The National University Education Specialist Credential programs designed to prepare candidates with the knowledge, skills, and dispositions to implement a variety of research‐ validated methods and strategies focused on instructional programs for a diverse population of Preschool through Transition students with disabilities. All National University programs are accredited by the Western Association of Schools and Colleges (WASC).
Welcome Message Congratulations on entering Clinical Practice as a Special Education Student Teacher with National University. Student teaching is a final step in the route to obtaining a Preliminary Education Specialist Credential in Mild/Moderate Disabilities, Moderate/Severe Disabilities, or Deaf and Hard of Hearing Specialist, or Language Academic Development The special education student teaching program requires all candidates to student teach for a minimum of 60 instructional days, which is approximately 12 weeks. During this time each student teacher will receive onsite support from a local Site Support Provider and from a National University Support Provider. I How to Use this Handbook The purpose of this Handbook is to provide information for candidates, site support providers and National University Support Providers concerning Clinical Practice for the National University Special Education Student Teaching program, its requirements, processes and procedures.
The Handbook is divided into four sections: Section 1: provides information about the program procedures, along with a description of the roles and responsibilities of everyone involved. Section 2: describes the program design, processes and expectations. Section 3: describes how to exit the credential program and apply for the Preliminary Education Specialist Credential. Appendices: found in the fourth section serve as a reference and contain copies of commonly used documents for the Student Teaching Program.
II TABLE OF CONTENTS Mission and Purpose. I How to Use the Special Education Clinical Practice Student Teacher Handbook. II Table of Contents. III Section 1: Special Education Student Teaching Program Overview, Roles and Responsibilities.1 Special Education Student Teaching Program Overview.
1 Roles and Responsibilities Student Teacher Candidate. 2 Site Support Provider (SSP). 3 National University Support Provider (NUSP). 5 Credential Program Specialist for Clinical Practice.
5 Statewide Clinical Practice Coordinator for Special Education. 7 Section 2: Program Design, Requirements and Expectations.8 Student Teaching Orientation. 8 Program Design and Coursework Requirements. 8 Student Teaching Observation and Assessment Summary.
9 Support and Assessment for the Special Education Student Teacher’s Clinical Practice. 10 Support for the Student Teacher’s Clinical Practice. 10 Assessment of the Student Teacher’s Clinical Practice. 11 Lesson Planning and Observation Requirements.
13 Clinical Seminar Assignment. 15 iii Student Teachers in Non‐Public Schools. 15 Section 3: Exiting the Preliminary Education Specialist Credential Program. 16 Steps for Exiting the Special Education Student Teaching Program.
16 Applying for the Preliminary Education Specialist Credential. 16 Section 4: Appendices: Documents and Forms .16‐103 Appendix A: Observation and Assessment Forms .1 Classroom Observation Form (SP‐8) .4 Clinical Practice Assessment Form (Mild/Moderate) (SP‐9.5 Clinical Practice Assessment Form (Moderate/Severe) (SP‐10.6 Clinical Practice Assessment Form (DHH). 38 Appendix B: Lesson Plan Forms and Supporting Documents .1 Lesson Plan Format: Special Education.2 Lesson Plan Design Template .3 Lesson Plan Design Sample (Mild/Moderate) .4 Lesson Plan Design Sample (Moderate/Severe) .5 Teacher Performance Expectations (TPEs) and California Standards for the Teaching Profession (CSTP’s). 66 Appendix C: Professional Dispositions.1 National University Professional Dispositions Form.
78 Appendix D: Competency Log .1 National University Competency Log Form……………………………………………………………………….81 Appendix E: Candidate Assistance Forms and Chart………….1 Candidate Assistance Process Description………………………………………………………………85 • E.2 Candidate Progress Alert Template………………………………………………………………………87 • E.3 Candidate Assistance Plan Template…………………………………………………………………….89 Appendix F: Codes of Ethics.1 Council for Exceptional Children (CEC) Code of Ethics…….2 Code of Ethics of the Education Profession……………………………………………………….93 Appendix G: Student Teaching Clinical Practice Forms.1 Step by Step Directions for SSP’s .2 Site Support Provider Requirements. 99 Appendix H: SOAR Portal Instructions .1 How to Review Digital Forms on the Student Portal using the Clinical Practice Dashboard……………………………………………………………….100 v SECTION 1: Special Education Student Teaching Program Overview, Roles and Responsibilities SPECIAL EDUCATION STUDENT TEACHING PROGRAM OVERVIEW Student teaching consists of two 4.5-quarter unit student teaching courses and two 2.25- quarter seminar courses. The student teaching courses are completed in a clinical practice environment that is assigned by the University. Student teachers do not receive payment from the University for clinical practice experiences.
Student teachers who are contracted by the district or school where they are assigned to student teach, and who are the teachers of record for the classes where they are assigned to student teach may receive payment from the district or school. The student teaching program offered through National University extends over 60 instructional days, which is approximately 12 weeks. National University Support Providers/Supervisors complete a clinical practice support and assessment cycle over the entire 60-day time frame. During the same 60-day clinical practice period, Site Support Providers provide ongoing support to assist the student teacher.
1 ROLES AND RESPONSIBILITIES OF KEY PROGRAM PERSONNEL STUDENT TEACHER CANDIDATE The Student Teacher Candidate will: • Successfully complete the required 60 instructional days (12 weeks) of student teaching in the University assigned placement. • Attend a Student Teaching Orientation meeting scheduled by the Special Education Department the month prior to starting a student teaching assignment. • Participate in an interview with the Regional Clinical Practice Coordinator (RCPC). The interview happens before the Student Teaching Orientation.
• Successfully complete both SPD688A and SPD688B the Clinical Practice Seminar courses. • 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). • Prepare detailed lesson plans for the formal observation by the NUSP using the National University Lesson Plan form.
They must be submitted in the drop-box of the candidate’s Blackboard e-companion class 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 and in the candidate’s Blackboard e-companion class for student teaching. • During orientation 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 during the first 30 days of student teaching.
(Appendix C) • Receive two Clinical Practice Assessments (Appendix A) from the National University Support Provider (NUSP), one at end of the first 30 days, or the completion of SPD682A, SPD684A, LAD682A, or DHH682A and one at the end of the final 30 days, or the completion of SPD682B, SPD684B, LAD682B, or DHH682B. • Review the Observation and Assessment results using the SOAR Portal to access the digital forms completed by the NUSP (Appendix G). 2 SITE SUPPORT PROVIDER (SSP) Site Support Providers (SSP) are local educators identified by the school district or non-public school and approved by the Principal/Site Administrator. The SSP must hold a clear credential (authorization) in the area they will be supporting the student teacher candidate.
The SSP acts as mentor for student teachers as they develop their teaching and/or skills. In this capacity the SSP may help a student teacher prepare for meetings, structure curriculum, develop instructional approaches for students with disabilities. The SSP will meet a minimum of four times, during the 12-weeks, with the NUSP. Step-by- step instructions for SSP’s are located in Appendix G.
The SSP will: • Develop a confidential mentoring relationship with the student teacher. • Establish regular meetings with the student teacher to reflect on teaching practices and to support professional growth. Meetings are arranged to meet the needs of both the SSP and the student teacher and may be held at the school site, over the telephone, or via email. • Conduct ongoing communication, which may include observations during each of the 30- day periods.
Informal discussions and consultations should be ongoing and frequent. • Complete Competency Log with Student Teacher (Appendix D) and provide a copy for the clinical practice seminar instructor (SPD688B). A copy of the Competency Log will be placed in the Candidate’s professional portfolio and uploaded in the (SPD688B) seminar course. • Maintain collaboration with the National University Support Provider (NUSP).
Meet a minimum of four times, during the 12-weeks, with the NUSP. NATIONAL UNIVERSITY SUPPORT PROVIDER (NUSP) The National University Support Provider (NUSP) is a faculty member assigned to support, observe, and evaluate the student teacher's performance during the sixty-day clinical practice experience in accordance with the California Standards for the Teaching Profession (CSTP’s) and Teaching Performance Expectations (TPE’s) (Appendix B). The NUSP must hold a clear credential (authorization) in the area they will be supporting the student teacher candidate. The NUSP will: • Upon receipt of the assignment, contact the student teacher to introduce yourself and tell them that you will meet them at the required Student Teacher Orientation.
• Attend the Student Teacher Orientation where you will meet your student teacher and discuss placement, schedules, and the procedures in the handbook. • Contact the site administration at the school where the student teacher is placed. Discuss the National University program, selection of a Site Support Provider, and site procedures and routines. • Arrange observations and conferences with the student teacher.
The formal observation is 3 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. Show candidate where to submit the lesson plan in the online class. • Reflect and give feedback to the Candidate at the conclusion of each formal classroom observation.
• Complete two formal observations for course A and two formal observations for course B. The formal observation is conducted in the classroom based on National University’s lesson plan. The Candidate is required to provide a completed NU lesson plan 24 hours in advance. The formal observation requires documentation using calibration language for all six domains and entered into SOAR.
The NUSP completes the observation form and reviews with the candidate. • Provides two guided observations/support for course A and two guided observations for course B. Guided observations are used to advise and support the candidate. The onsite orientation with the candidate, SSP and site administrator counts as one guided observation (course A).
At the beginning of course B the USP reviews the formative (initial) assessment with the candidate and this counts as one guided observation. Guided observations/support may consist of: a phone conversation, email, and other forms of communication. Suggestion: Guided observations/support are to be documented in a journal kept by the NUSP and not entered into SOAR. • Review the National University Professional Dispositions Form (Appendix C).
Complete a National University Professional Dispositions Form during the first 30 days of student teaching. Review the disposition survey with candidate and provide a copy. • Coordinate monthly meetings the Site Support Provider (SSP) to monitor candidate performance. • Complete a formal assessment after the completion of SPD682A, SPD684A, LAD682A, or DHH682A, using Clinical Practice Assessment Form (Appendix A).
The initial assessment #1 (formative) and completed at the end of course A. The final assessment #2 (summative) is completed at the end of course B. • Complete a formal assessment after the completion of SPD682A, SPD684A, LAD682A, or DHH682A, using Clinical Practice Assessment Form (Appendix A). • 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.
• Assist the candidate in completion of assignments for SPD 688 A/B, Clinical Practice Seminar, such as Portfolio artifacts, Evidence Based Strategy and Individual Induction Bridging Document.