2007 - 2008
KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 2007 SPONSORING PROGRAM AND CHAIR: Education, MS 2611 Chairs: Dottie Bauer (8-2864) and Len Fleischer (8-2846) PROPOSAL SPONSOR: Evie Gleckel and Nancy Lory on behalf of faculty teaching in the special education, early childhood, and elementary education certification options TITLE SUMMARY: EDSP 405 STUDENT TEACHING PROPOSED ACTION: Underline proposed changes . Course Addition Description Change Prerequisite Change Course Deletion Course Replacement Number Change Title Change Credit Change EXISTING (OLD) DATA: PROPOSED (NEW) COURSE TITLE: EDSP 405 STUDENT TEACHING PROPOSED (NEW) COURSE DESCRIPTION: Full-time placement in educational setting(s) appropriate to special education certification. Supervised intensive field-based experience provides opportunity for the pre-service professional to enhance competence of principles, attitudes, and techniques for effective assessment of student needs, planning differentiated instruction, teaching to accommodate the range of learners, and collaborating with colleagues and families. Graded Pass/Fail. Prerequisite: Permission of Teacher Education. Fall, Spring. LEARNING OUTCOMES: Goals and Objectives for Student Teaching The ultimate goal of student teaching is preparation for taking a position as a special educator. The general goal is to enhance competence in all aspects of the role of the special educator, serving as an evaluator, planner, instructor, collaborator/ team member, and program coordinator; developing the related thinking, decision making, problem solving, and practices. This goal and corresponding objectives help to further define expectations set for the student teaching experience. These are further defined through the Special Education Student Teaching Competency Rating Form, which is used for mid and final evaluations and self-assessment of the student teacher (see Appendices). Objectives: To gain experience as an evaluator by adopting strategies for assessing student needs in the area(s) of concern and documenting student progress and responsiveness to interventions • to translate demands, safeguards, timelines, and requirements established by Federal Legislation (IDEA) and New Hampshire State Standards for the Education of Handicapped Students into practice, examining how the special education process operates in placement and the corresponding demands and paperwork • to review referral information and/ or a student's file and existing assessment data as sources for generating questions and selecting assessment approaches (observations, interviews, informal approaches)/ Know-Want-How Assessment Plan • to collect and analyze assessment data regarding one student; using file review, observation, interviews, informal and formal strategies, and work sample analyses as bases for understanding the student as a reader, writer, speaker, listener, mathematician, participant in the learning environment, and/ or member of the classroom community • to integrate assessment data in order to articulate concise, objective descriptions of the student as a reader, writer, speaker, listener, mathematician, participant in the learning environment, and/ or member of the classroom community (profile and present levels of performance) • to establish assessment as an ongoing process, setting up record keeping systems to document student academic and social/ behavioral progress during instruction and determine responsiveness to lessons and interventions To develop competence as a planner, designing constructive IEPs, lessons, and learning experiences to support student growth in the area(s) of concern • to evaluate and select instructional approaches and materials to support students as they become readers, writers, speakers, listeners, mathematicians, participants in the learning environments, and members of classroom communities • to design effective lesson plans that balance active engagement, direct instruction, modeling, guided and independent practice, and contextual applications • to prepare lessons to correspond with IEP objectives and/ or program focuses; demonstrating competence in targeting specific skills/ concepts for instruction, selecting instructional materials, adapting teaching strategies, and evaluating and monitoring student progress • to take into account grade level curriculum frameworks to make decisions about instructional focuses, approaches, materials, environment, and modifications • to use assessment data and descriptions of the student to justify and articulate a comprehensive, constructive IEP (goals, objectives, monitoring techniques, teaching approaches, modifications, and service matrix) • to integrate transition components onto IEP that address the following areas: instruction, community experiences, the development of employment, post-school adult living objectives, the acquisition of daily living skills, and functional vocational evaluation (for those student teachers working with middle - secondary students). To acquire facility as an instructor, working directly with students in a variety of situations • to provide direct and supportive instruction to individuals and small groups of students in special education and/ or classroom settings, promoting student competence and independence • to conduct lessons that support students' facility with targeted skill(s)/ concept(s), keep them engaged, and are responsive to their challenges • to establish clear expectations for behavior and academic performance • to engage students in activity, posing questions, responding to performance, offering error correction, and redirecting or intervening as needed • to incorporate instructional opportunities for the student to enhance social and self-determination competence, supporting decision making, self-monitoring, and self-advocacy To connect the demands placed on special educators with the general education program and families, finding opportunities to serve as collaborator • to evaluate how to work with classroom teachers, parents/ caregivers, and related service providers throughout the special education process (from pre-referral through placement) • to participate as a team member who cooperatively plans and coordinates classroom and special needs placements and activities • to establish active role in general education setting to support the student and classroom teacher To acquire perspective on and methods for being a program coordinator, overseeing services, managing individual cases, and supervising the activities of paraprofessionals • to gain an understanding of the different forms special education service delivery takes by participating in the instructional settings in which students are served • to engage in activities for overseeing student services, managing individual cases, and working with paraprofessionals • to observe and discuss the demands and changing nature of the role of the special educator • to analyze and compare qualities of special education programs (use of physical space in various settings, classroom routines and rules, scheduling of student and teacher time, teaching approaches and methodologies, monitoring of student progress, IEPs in the schools, teaming/ collaboration) and identify personal guidelines for creating, designing, and managing service delivery systems To commit to being a reflective practitioner, holding a mirror up to oneself • to evaluate the effectiveness of planned and impromptu lessons and interactions with students; examining qualities of instruction, ways engage with and respond to students, and outcomes for students • to participate in supervision activities (conferences, observation responses) to enhance competence in conducting assessment, planning and implementing lessons, interacting with students, evaluating student performance • to document evidence of professional competence, justifying how portfolio artifacts are representative of skills RATIONALE: The program for special education certification has been approved by NCATE. The intensive experience that student teaching provides offers opportunities for pre-service professionals to gain additional practice and more independence as they perform in the role of special educator. RESOURCES: Who will teach this course: Is additional staffing needed? How often will the course be offered? Existing faculty and staff. Course will be offered each semester and in the summer. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No additional resources needed at present. ADVISORY OPINIONS: Secondary Education Option(s)
Senate Curriculum Committee
Keene State College
"EDSP 405" (2014). Approved Curriculum Proposals. 59.